Effects of Check-In/Check-Out (CICO) Procedures on Special Education Students

摘要

Several research studies have been conducted on the effectiveness of check-in/check-out (CICO) procedures in behavior education programs (BEPs). However,little research has been conducted on implementing CICO procedures specifically forspecial education students. This study examined the effects of CICO procedures on sixjunior high students receiving special education services. Baseline data of targetedbehaviors were collected during the first two weeks of the third six weeks gradingperiod. The participants were receiving special education services due to a previousAdmission, Review, and Dismissal (ARD) committee decision. CICO procedures arepart of a secondary level behavior support system typically found in the BEP. TheCICO procedures include a morning check-in, teacher feedback on a daily behaviorreport card (DBRC), an afternoon check-out, and weekly parent notification of studentperformance. A token economy system and behavior team meetings are twocomponents also involved in implementing the CICO procedures. Intervention datawere collected during implementation of the CICO procedures during the remainingthree weeks of the third six weeks grading period. The intervention was not implemented the last week of the grading period due to final exams. The CICOprocedures had high social validity ratings. Reliability, limitations and implications forfuture research on the current study are discussed.