Purpose of the study
The purpose of this study was to establish whether check in check out system could be used in reducing problem behaviors where three tier prevention mechanisms like the universal, targeted, and intensive interventions are used to target primary, secondary, and tertiary preventions respectively.
Are social problems addressed by the study?
The author has reviewed relevant documents that touch on school wide positive behavior support that help to build social culture and behavioral support that create effect learning environment in schools. The work duels on universal behavior system that targets the whole student population, the secondary level for students who have limited chances of exceeding without integration of additional support system. Tertiary intervention is individualized. The literature that the author reviewed held that current research prioritizes the use of universal and intensive interventions. However, because of clamor for efficacy, current researchers have resorted to the use of targeted interventions in addressing problem behavior. Targeted intervention integrates aspects of social skills training; check in check out system among other things. The authors allude to the fact that targeted intervention is a sure way of providing an efficient behavior support to students who are likely to develop an intense problem behavior (Todd et al., 2008 p. 47).
Suggestions for change
The authors have promptly identified a research question that is explicitly stated in the body of the report. There were other questions but the specific research questions explored the possibility of having a functional relation between implementation of check in check out and decrease in frequency of occurrence of problem behaviors.
Proposed changes to the current intervention
The study is of great social importance as it captures aspects of problem behavior that impacts the students’ learning process. These include being in locations that teachers do not expect them to be; they create classroom disturbance; they take negative verbal and physical behavior that may be detrimental to their peers; they fail to follow directions and rules that are supposed to be observed in a classroom environment; and these students when expected to be engaged in independent seat work get involved in conversions with their peers.
Populations affected
The study targeted elementary school going students who were selected because of the rate at which they were reported for disruption of the classroom process; teacher verification; parental approval; and by the affected student’s agreement. Participants in the study also included seven teachers, and program staff from check in check out (CICO program). The six teachers were responsible for assessment of information where as the seven teachers provided social validity information. The seven teachers and the CICO staff aided with information pertaining to contextual fit.
Whether authors summarize the results
The authors did summarize the results of interesting findings using tables and figures. The figures summarized results for all the four participants. The participants displayed varying problem behaviors. Trevor’s problem behavior ranged between seven to fifty three per cent. Chad’s problem behavior lay in the range zero and a hundred per cent. Kendel’s problem behavior was in the range of 1-70 % where as Erick averaged twenty per cent.
Data information and research question
The findings are in line with the research question as they favor the use of a three tired intervention as a primary intervention package.
Author and implication of the practice
The study emphasizes the need for input of adults in provision of attention for students with problem behavior. Adult attention is very pivotal since it is the primary maintaining consequence of problem behavior. CICO programs work well with students whom their attention is maintained.
Reference List
Todd, A. D., Campbell, A. L., Meyer, G.G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School.
Implementation of Check in Check Out. Positive Behavior Intervention, 10(1), 46-55.