Effects of Check-In/Check-Out on the Behavior of Students with Autism Spectrum Disorder Who Have Extensive Support Needs

Autor/inn/en	Carpenter, Megan E.; Lo, Ya-yu; Walker, Virginia L.; Masud, Andy B.; Tapp, Melissa C.
Titel	Effects of Check-In/Check-Out on the Behavior of Students with Autism Spectrum Disorder Who Have Extensive Support Needs
Quelle	In: Psychology in the Schools, 60 (2023) 9, S.3504-3519 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carpenter, Megan E.) ORCID (Lo, Ya-yu) ORCID (Walker, Virginia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22934
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Student Needs; Social Behavior; Positive Behavior Supports; Evidence Based Practice; Student Behavior; Behavior Modification; Program Effectiveness; Behavior Problems; Elementary School Students; Expectation + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Expectancy; Erwartung
Abstract	Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based framework to support the social and behavioral needs of all students. As an evidence-based practice commonly used as a Tier 2 support within SWPBIS, check-in/check-out (CICO) has improved social behavior among students with and without disabilities. However, the literature on the efficacy of CICO does not include students with ASD who have ESN. The purpose of this study was to examine the effects of traditional and adapted CICO as a Tier 2 support within the SWPBIS framework on the adherence to school-wide expectations and challenging behavior of four elementary students with ASD who have ESN. Results of this multiple baseline across participants design study were inconclusive regarding challenging behavior and adherence to school-wide expectations across participants. Further, social validity data collected from all participants indicated the intervention was feasible and an overall positive experience. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01