The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March and amp; Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning with three African-American ninth-grade males identified with emotional and behavioral disorders. A concurrent baseline across participants design was used to evaluate participants’ performance on academic planning and behavior. Results indicate that the combination of social skill instruction and academic planning with the CICO mentoring program improved participants’ academic planning and behavior.,This study used a concurrent multiple baseline across participants design to determine the effect of the CICO mentoring program. CICO was combined with academic planning and social skills training to determine the effect on the DRC scores and the student’s educational success skills. This study included three phases: baseline, intervention (which included academic planning, social skills training and CICO) and maintenance.,All of the participants were below 50 per cent during baseline for points earned on the daily report card and the execution of steps for academic planning. During intervention, all of the participants had an increase in level and trend for both skills. Participants were able to maintain the skills two weeks after intervention.,This study has several limitations. First, the study was conducted in an urban setting; therefore, it cannot be generalized to other geographical populations, such as rural or suburban students. Second, the study is not generalizable to self-contained settings, resource rooms or other school environments. Third, the use of DRC data, as opposed to direct observations of behavior, is a strong limitation. Consequently, it is possible that improvements in DRC scores were because of changes in teacher perceptions rather than actual changes in student behavior.,The study presents several implications for future studies. First, researchers could investigate different service-level settings (e.g. self-contained or resource) and different settings (e.g. suburban or rural). Second, researchers could focus on varied populations that are targeted for inappropriate behavior or academic difficulties such as English Language Learners. Researchers could also examine the effects of tutoring with CICO and investigate if mentoring is generalizable to community settings.,Social validity outcomes from students, parents and classroom teachers who participated this study were positive. Although social validity measures do not add to data for our dependent variables, it is important to consider perceptions from our stakeholders. Students indicated that they found daily mentoring sessions helpful and beneficial. Based on student perceptions and performance and teacher feedback, components of CICO were effective in reducing disruptive behavior of African-American males at the high school level.,Not only does the study focus on African-American males in high school, but also contributes to the literature by focusing on the increase of students’ academic planning skills, social skills and the reduction of office discipline referrals. The version of CICO used in the present study included the use of FBAs. Few studies found in the literature even mentioned conducting an FBA before or during the implementation of CICO with successful results (Campbell and amp; Anderson, 2008; March and amp; Horner, 2002). The authors also monitored the positive gains of the student using Daily Report Cards (DRC). For this study, DRC is simply a method of reporting success to the mentor, student, parent and mentee.

中文翻译：

---

签到退房对非洲裔美国男性学业计划和行为的影响

Check-in Check-out（CICO）计划是Tier II行为干预措施，已得到经验支持，作为减少问题行为的有效方法（Hawken and amp; Horner，2003; March and amp; Horner，2002）。这项研究的目的是使用一项干预措施，将CICO与社交技能指导和学术计划相结合，对三名被确认患有情绪和行为障碍的非裔美国人九年级男性进行干预。跨参与者设计的并发基线用于评估参与者在学术计划和行为方面的表现。结果表明，将社交技能指导和学术计划与CICO指导计划相结合，可以改善参与者的学术计划和行为。这项研究使用跨参与者设计的并发多个基线来确定CICO指导计划的效果。CICO与学术计划和社交技能培训相结合，以确定对DRC分数和学生的教育成功技能的影响。这项研究包括三个阶段：基线，干预（包括学术计划，社交技能培训和CICO）和维护。所有参与者在基线期间的每日报告卡上获得的积分以及执行步骤中的得分均低于50％学术规划。在干预期间，所有参与者的两种技能的水平和趋势都有所提高。参与者在干预后两周能够保持技能。本研究存在一些局限性。首先，这项研究是在城市环境中进行的；所以，它不能推广到其他地理区域的人群，例如农村或郊区的学生。其次，研究不能推广到独立的环境，资源室或其他学校环境。第三，与直接观察行为相反，使用DRC数据是一个强烈的限制。因此，DRC分数的提高可能是由于教师观念的改变而不是学生行为的实际改变。该研究对未来的研究提出了一些启示。首先，研究人员可以调查不同的服务级别设置（例如，自包含或资源）和不同的设置（例如，郊区或农村）。其次，研究人员可以专注于针对不适当行为或学术困难的人群，例如英语学习者。研究人员还可以检查使用CICO进行辅导的效果，并研究指导是否可以推广到社区环境。参加这项研究的学生，父母和课堂老师的社会有效性结果是积极的。尽管社会有效性指标并未添加到因变量的数据中，但重要的是要考虑利益相关者的看法。学生表示，他们发现每日的指导课程对您有帮助和好处。根据学生的看法和表现以及老师的反馈，CICO的成分可有效减少高中阶段非洲裔美国男性的破坏性行为。该研究不仅针对高中阶段的非洲裔美国男性，而且对通过关注学生学术规划技能的提高来学习文学，社交技能和减少办公室纪律转介。本研究中使用的CICO版本包括FBA的使用。文献中几乎没有研究提到在实施CICO之前或期间进行FBA并取得了成功的结果（Campbell和amp; Anderson，2008年； March和amp; Horner，2002年）。作者还使用每日报告卡（DRC）监控了学生的积极收获。对于本研究，DRC只是向导师，学生，父母和受训者报告成功的一种方法。作者还使用每日报告卡（DRC）监控了学生的积极收获。对于本研究，DRC只是向导师，学生，父母和受训者报告成功的一种方法。作者还使用每日报告卡（DRC）监控了学生的积极收获。对于本研究，DRC只是向导师，学生，父母和受训者报告成功的一种方法。