Behavior Education Program (BEP) or Check-in/Check-out (CICO)
Study: Mong et al. (2011)

Describe how students were selected to participate in the study:

Students were selected to participate in this study if they had received 5 office discipline referrals within one month, had frequent problem behavior across multiple settings throughout the school day (as indicated by teachers and office discipline referral analysis), and had problem behaviors maintained by attention (as measured by a Functional Behavioral Assessment) (Mong, Johnson, & Mong, 2011).

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 their receipt of 5 office discipline referrals within one month, as well as evidence of problem behavior occuring consistently throughout the day in different settings.

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 multiple baseline across students design.

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

Check in/Check out as implemented in this study involved five elements. First, students checked in with the guidance counselor of their choice prior to school. The counselor supplied the student with a DPR form, collected the signed DPR form from the previous day, checked that the student had their materials for the day, and rewarded them with praise and a lottery ticket for a weekly drawing for checking in. Students were also prompted during check in to remember their daily goals. The second component involved consistent teacher feedback throughout the day. Students were rated as not meeting expectations (with 0 points), somewhat meeting expectations (with 1 point), and meeting expectations (with 2 points) for each behavior expectation on their DPR card. The third component involved students checking out at the end of the day. At check-out, the counselor totalled the DPR points for the day and provided the student with praise and rewards if they met their daily point goal. The fourth component consisted of students bringing home the DPR to be signed by their parent/guardian, and the 5th step consisted of bringing back the signed DPR the following day at school (Mong, Johnson, & Mong, 2011).

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]):

The baseline phase consisted of the typical school environment, which included tier I schoolwide positive behavior support practices. Additionally, in the last week of baasline, each students' teacher filled in three practice DPRs, which also served as a baseline measure of percentage of DPR points earned (Mong, Justin, & Mong, 2011).

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

Replication of treatment effect was demonstrated through the study design of non-concurrent multiple baseline across 4 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).

This design contains 4 demonstrations of experimental control because it is a non-concurrent multiple baseline across particpants design that was implemented with 4 participants.

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: