Behavior Education Program (BEP) or Check-in/Check-out (CICO)
Study: Todd et al. (2008)

Describe how students were selected to participate in the study:

Participants were selected for this study based on administrator nomination due to frequent office visits for classroom disruptions, teacher reports of student's frequent problem behaviors, parental consent, and student assent (Todd, Campbell, Meyer, & Horner, 2008).

Describe how students were identified as being at risk for academic failure (AI) or as having emotional/behavioral difficulties (BI):

Students were identified as having/being at high risk for emotional or behavioral difficulties based on frequent visits to the office for disruptive behavior, as well as teacher reports of students' disruptive behavior.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• below the 30th percentile on local or national norm, or
• identified disability related to the focus of the intervention?

%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• emotional disability label,
• placed in an alternative school/classroom,
• non-responsive to Tiers 1 and 2, or
• designation of severe problem behaviors on a validated scale or through observation?

%

Please describe the study design:

This study used a non-concurrent multiple-baseline across subjects design.

Clarify and provide a detailed description of the treatment in the submitted program/intervention:

Check-in/Check-out (CICO) procedures in this study included 5 main components. First, students checked in with a CICO coordinator who collected the previous day's DPR card, provided students with a copy of the DPR card, and reminded the students of the expectations. Second, students received feedback from their teachers before morning recess, before lunch, and before afternoon recess. Students were able to earn between 1 and 3 points per school rule per time period, with 1 indicating that the student had a difficult time, 2 indicating that the student met the expectations somewhat acceptably, and 3 indicating that they student did very well. If the student engaged in problem behavior that resulted in an office discipline referral, the student did not receive any points for the ranking periods that were missed due to spending time in the office or elsewhere as a result of the problem behavior. Third, students checked out with the CICO coordinator, who calculated their total percentages per day and provided corrective feedback or praise, as well as a small tangible reinforcer for achieving their point total goal. Fourth, the students took home a report that summarized their behavior for the day to obtain a parent signature. The fifth component involved the students returning the signed report the following morning at check-in (Todd, et al., 2008).

Clarify what procedures occurred during the control/baseline condition (third, competing conditions are not considered; if you have a third, competing condition [e.g., multi-element single subject design with a third comparison condition], in addition to your control condition, identify what the competing condition is [data from this competing condition will not be used]):

During the baseline condition, students were observed 3 or 4 days each week using a 20-min partial interval recording system during the time of the day that was determined to be the most problematic for each student. Students did not receive any of the 5 components of the CICO intervention described above (Todd et al., 2008).

Please describe how replication of treatment effect was demonstrated (e.g., reversal or withdrawal of intervention, across participants, across settings)

Replication of treatement effect was demonstrated across four participants.

Please indicate whether (and how) the design contains at least three demonstrations of experimental control (e.g., ABAB design, multiple baseline across three or more participants).

The non-concurrent multiple baseline design used in this study contained at least three demonstrations of experimental control because there were four total participants included.

If the study is a multiple baseline, is it concurrent or non-concurrent?

Non-concurrent

How was the program delivered?

Individually
Small Group
Classroom

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

• Targeted measures
  Assess outcomes, such as competencies or skills, that the program was directly targeted to improve.
  • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
  • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
• Broader measures
  Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
  • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
  • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
• Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.

If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion: