A Daily Check-In/Check-Out Intervention for Students with Internalizing Concerns

Autor/inn/en	Mitchell, Barbara S.; Lewis, Timothy J.; Stormont, Melissa
Titel	A Daily Check-In/Check-Out Intervention for Students with Internalizing Concerns
Quelle	In: Journal of Behavioral Education, 30 (2021) 2, S.178-201 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, Barbara S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09365-7
Schlagwörter	Self Management; Intervention; Elementary School Students; At Risk Students; Behavior Problems; Anxiety; Depression (Psychology); Symptoms (Individual Disorders); Psychological Patterns; Effect Size; Positive Behavior Supports + Suchen Sie Ihr Suchwort? Selbstmanagement; Angst; Psychiatrische Symptomatik
Abstract	This study investigated the impact of a self-management intervention, known as "Check-in/Check-out" (CICO) on academic engaged time and internalizing problems of three elementary-level students identified with risk for internalizing behavior problems. A multiple baseline across three students' research design was used to examine effects of CICO on student academic engagement. Classroom teacher ratings of student anxiety, depression, somatic complaints and overall internalizing problems were collected pre- and post-intervention. Participant perceptions of the intervention when applied to students with internalizing concerns were also gathered. Visual analysis of direct observation data and single-case effect size estimates indicated positive effect for one student, questionable effect for a second student, and limited effect on academic engaged time for the third student. Post-intervention teacher ratings of student behavior showed decreases in several problem areas including anxiety, depression, and overall internalizing problems. Finally, student and parent participants generally viewed the intervention favorably and school personnel were able to implement a majority of intervention components with fidelity. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01