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ERIC Number: EJ1217818
Record Type: Journal
Publication Date: 2019-Jun
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0013-5984
Examining the Additive Effects of Check-in/Check-out to Coping Power
McDaniel, Sara C.; Bruhn, Allison L.
Elementary School Journal, v119 n4 p580-600 Jun 2019
This study examined the effects of coping power (CP) and the combination of CP with check-in/check-out (CICO) to determine whether the addition of CICO as a classroom component enhances the effects of CP alone. CP was delivered outside the classroom by research assistants, and all CICO components were implemented by classroom teachers. We conducted a study with a single-case experimental multitreatment design (i.e., A-B-BC-B-BC) with three elementary students at risk for aggressive behavior. We collected daily progress report scores as the primary dependent variable and periodic direct observation probes of disruptive behavior. In addition, we evaluated intervention fidelity for both interventions and students' and teachers' perceptions of the interventions. Visual inspection indicated variable responses to the combination of CP and CICO compared with CP alone, with one participant demonstrating a functional relation. Key findings, limitations, implications, and future directions are described.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A