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Peer-Mediated Check-In/Check-Out for Students At-Risk for Internalizing Disorders

The present study investigated the effectiveness of peer-mediated check-in/check-out (CICO) on the internalizing behaviors of elementary school students. A nonconcurrent multiple-baseline design across participants was utilized to evaluate the intervention’s effectiveness for 3 students in 1st and 2... Full description

Journal Title: School Psychology Quarterly 2015, Vol.30(2), pp.229-243
Main Author: Dart, Evan H.
Other Authors: Furlow, Christopher M. , Collins, Tai A. , Brewer, Elizabeth , Gresham, Frank M. , Chenier, Katherine H.
Format: Electronic Article Electronic Article
Language: English
Subjects:
ID: ISSN: 1045-3830 ; E-ISSN: 1939-1560 ; DOI: 10.1037/spq0000092
Link: http://dx.doi.org/10.1037/spq0000092
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recordid: apa_articles10.1037/spq0000092
title: Peer-Mediated Check-In/Check-Out for Students At-Risk for Internalizing Disorders
format: Article
creator:
  • Dart, Evan H.
  • Furlow, Christopher M.
  • Collins, Tai A.
  • Brewer, Elizabeth
  • Gresham, Frank M.
  • Chenier, Katherine H.
subjects:
  • Check-In/Check-Out
  • Internalizing Behavior
  • Multi-Tiered Service Delivery
  • Peer-Mediated
  • School-Based Mental Health
ispartof: School Psychology Quarterly, 2015, Vol.30(2), pp.229-243
description: The present study investigated the effectiveness of peer-mediated check-in/check-out (CICO) on the internalizing behaviors of elementary school students. A nonconcurrent multiple-baseline design across participants was utilized to evaluate the intervention’s effectiveness for 3 students in 1st and 2nd grade. Two 5th grade students were trained to implement CICO under the supervision of an adult intervention specialist. The peer-mediated CICO procedure was effective for 2 of the 3 participants as evidenced by moderate to large effect sizes; however, all 3 participants were identified as “at-risk” on a universal screener for internalizing problems. The results suggest peer-mediated CICO may be a resource-efficient Tier II strategy to meet the needs of students engaging in internalizing behavior within a multitiered framework of service delivery.
language: eng
source:
identifier: ISSN: 1045-3830 ; E-ISSN: 1939-1560 ; DOI: 10.1037/spq0000092
fulltext: fulltext
issn:
  • 1045-3830
  • 10453830
  • 1939-1560
  • 19391560
url: Link


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titlePeer-Mediated Check-In/Check-Out for Students At-Risk for Internalizing Disorders
creatorDart, Evan H. ; Furlow, Christopher M. ; Collins, Tai A. ; Brewer, Elizabeth ; Gresham, Frank M. ; Chenier, Katherine H.
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subjectCheck-In/Check-Out ; Internalizing Behavior ; Multi-Tiered Service Delivery ; Peer-Mediated ; School-Based Mental Health
descriptionThe present study investigated the effectiveness of peer-mediated check-in/check-out (CICO) on the internalizing behaviors of elementary school students. A nonconcurrent multiple-baseline design across participants was utilized to evaluate the intervention’s effectiveness for 3 students in 1st and 2nd grade. Two 5th grade students were trained to implement CICO under the supervision of an adult intervention specialist. The peer-mediated CICO procedure was effective for 2 of the 3 participants as evidenced by moderate to large effect sizes; however, all 3 participants were identified as “at-risk” on a universal screener for internalizing problems. The results suggest peer-mediated CICO may be a resource-efficient Tier II strategy to meet the needs of students engaging in internalizing behavior within a multitiered framework of service delivery.
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descriptionThe present study investigated the effectiveness of peer-mediated check-in/check-out (CICO) on the internalizing behaviors of elementary school students. A nonconcurrent multiple-baseline design across participants was utilized to evaluate the intervention’s effectiveness for 3 students in 1st and 2nd grade. Two 5th grade students were trained to implement CICO under the supervision of an adult intervention specialist. The peer-mediated CICO procedure was effective for 2 of the 3 participants as evidenced by moderate to large effect sizes; however, all 3 participants were identified as “at-risk” on a universal screener for internalizing problems. The results suggest peer-mediated CICO may be a resource-efficient Tier II strategy to meet the needs of students engaging in internalizing behavior within a multitiered framework of service delivery.
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abstractThe present study investigated the effectiveness of peer-mediated check-in/check-out (CICO) on the internalizing behaviors of elementary school students. A nonconcurrent multiple-baseline design across participants was utilized to evaluate the intervention’s effectiveness for 3 students in 1st and 2nd grade. Two 5th grade students were trained to implement CICO under the supervision of an adult intervention specialist. The peer-mediated CICO procedure was effective for 2 of the 3 participants as evidenced by moderate to large effect sizes; however, all 3 participants were identified as “at-risk” on a universal screener for internalizing problems. The results suggest peer-mediated CICO may be a resource-efficient Tier II strategy to meet the needs of students engaging in internalizing behavior within a multitiered framework of service delivery.
pubEducational Publishing Foundation
doi10.1037/spq0000092
date2015-06