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Examining the effects of reciprocal peer-mediated check-in check out with an interdependent group contingency

Faler, Amanda L
http://rave.ohiolink.edu/etdc/view?acc_num=ucin162316494290184

Abstract Details

2021, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: School Psychology.
Students with Emotional and Behavioral Disorders (EBD) make up roughly 1-5% of a school’s population and account for approximately 50% of teacher and administrative time due to behavior management (U.S. Department of Education, 2017). These students often demonstrate difficulties following classroom rules, relating appropriately to others, and implementing successful work habits and coping skills which lead to higher rates of low grades, suspension and expulsion, and school dropout (Wagner, 2014). Peer-mediated interventions (PMIs) are a specific type of behavior management technique commonly used in schools which involve utilizing peers as change agents to enact behavior change (Kohler & Strain, 1990). Recently, PMIs have been found to be an effective intervention for students with EBD (Dunn, Shelnut, & Ryan, 2017). Peer-Mediated Check-in Check-Out (PM-CICO) is a more recently adapted version of a widely used PMI known as Check-in Check-Out (Hawken and Horner, 2003). PM-CICO involves training a student, typically a model student, to check in at the beginning of the day and check out at the end of the day with a peer who is demonstrating behavioral difficulties. These meetings allow the model student to provide their peer with feedback and encouragement while they strive to meet daily behavior goals (Dart et al., 2015). However, students with EBD are often educated in alternative school settings where model students may not be available to serve as a peer mentor (Mathur & Jolivette, 2012). Previous research has demonstrated that a student with EBD can effectively serve as a mentor for a younger student with EBD (Smith, Evans-McCleon, Urbanski, and Justice, 2015). Another study by Collins (2013) found that PM-CICO could be implemented in a reciprocal fashion with two students experiencing social difficulties. However, to date, no study has examined the use of reciprocal PM-CICO for students with EBD. The current study examines the effects of reciprocal PM-CICO combined with an interdependent group contingency on the behavior of three classrooms of students with EBD in an alternative school setting. Behavioral data was collected in the form on direct observation and daily behavior report card points. Results of the current study provide preliminary evidence that students with EBD can serve as peer mentors for same-age peers and that reciprocal PM-CICO combined with an interdependent group contingency may be an effective behavioral intervention for students with EBD.
Tai Collins, Ph.D. (Committee Chair)
Janet Lee Graden, Ph.D. (Committee Member)
Laura Nabors, Ph.D. (Committee Member)
54 p.
Behavioral Sciences
Behavioral Disorders; Peer-Mediated; Check-in Check-Out

Recommended Citations

Citations

  • Faler, A. L. (2021). Examining the effects of reciprocal peer-mediated check-in check out with an interdependent group contingency [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162316494290184

    APA Style (7th edition)

  • Faler, Amanda. Examining the effects of reciprocal peer-mediated check-in check out with an interdependent group contingency. 2021. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin162316494290184.

    MLA Style (8th edition)

  • Faler, Amanda. "Examining the effects of reciprocal peer-mediated check-in check out with an interdependent group contingency." Doctoral dissertation, University of Cincinnati, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin162316494290184

    Chicago Manual of Style (17th edition)

ucin162316494290184
103
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