文章基本信息

标题：CHECK-IN/CHECK-OUT: A SYSTEMATIC EVALUATION AND COMPONENT ANALYSIS
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作者：Amy Campbell ; Cynthia M Anderson
期刊名称：Journal of Applied Behavior Analysis
印刷版ISSN：0021-8855
电子版ISSN：1938-3703
出版年度：2011
卷号：44
期号：2
页码：315-326
DOI：10.1901/jaba.2011.44-315
语种：English
出版社：University of Kansas - Dept Human Development
摘要：Tier 2 interventions are implemented similarly across students and thus serve as an efficient and cost-effective method of behavior support in school settings. Check-in/check-out is a Tier 2 intervention with documented effectiveness (e.g., Hawken & Horner, 2003 ; Todd, Campbell, Meyer, & Horner, 2008 ). Key features of the intervention include brief morning and afternoon meetings with the intervention coordinator, use of a point card on which the teacher monitors student behavior, and teacher feedback at predetermined times. The present study sought to add to the literature by examining the relative contributions of the teacher-feedback components of check-in/check-out via the use of a component analysis. Working with 4 children in a general education setting, we first evaluated the effectiveness of the procedure using reversal designs. Next, we systematically removed teacher-feedback components to assess effects on problem behavior and academic engagement. For 3 of 4 participants, we were able to remove all teacher-feedback sessions and the point card; for the 4th participant, we removed only 2 of 3 teacher-feedback sessions due to time constraints.
关键词：classrooms; conditioned reinforcement; feedback; schools; token economy