Abstract:Check-in/Check-out (CICO) is one of the most commonly utilized and well-established Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of in-class feedback required to reduce student problem behavior and increase appropriate behaviors for three fifth grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of morning check-in and afternoon check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.

中文翻译：

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对于有情绪和行为障碍风险的学生，可以少做多做：评估入住/退房的组成部分

摘要：签入/签出 (CICO) 是最常用和最完善的第 2 级干预措施之一（Horner、Sugai 和 Lewis，2015 年）。对 CICO 组成部分的评估是必要的，以告知实施适当的预防和干预服务，以及对有发生更严重问题行为风险的学生的干预强度进行循证修改。当前的研究利用多基线设计来检查在普通教育课堂中减少学生问题行为和增加适当行为所需的最少课堂反馈量。对于所有三名参与者，第一阶段评估了学生对仅上午签到和下午签出的实施的反应。为一名参与者提供了额外的课堂反馈。