Stimulus fading within check-in/check-out

Abstract

To address the growing academic and social needs of students, schools must utilize efficient and effective methods of behavior support. Targeted interventions support students who are at-risk for developing more severe problem behaviors. These interventions are implemented similarly across a group of students, and thus serve as an efficient and cost effective method of behavior support. Check in Check out (CICO) is a targeted group intervention that has a growing research base supporting its efficacy (Crone & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Although there is a growing research base, no studies have examined maintenance of reductions in problem behavior upon fading.

The present study examines (1) if a functional relation exists between CICO and reductions in problem behavior, and (2) which components of CICO can be successfully faded with reductions in problem behavior maintaining. In addition, this study examines if teacher attention varies across phases of the study, and predicts successful fading procedures. A reversal design was used to evaluate the efficacy of CICO and subsequent fading phases in four elementary school aged boys.

Results indicated that CICO was functionally related to reductions in classroom problem behavior in all four participants. In addition, a functional relation was established with CICO and increases in academic achievement in three participants. Fading procedures were mildly successful, with only some intervention components being removed with reductions in problem behavior maintaining. The amount of adult attention did not vary across study phases, however adult attention became less dependent on problem behavior during the CICO and first fading phase. Clinical and conceptual implications, as well as future research will be discussed.