Graduation Year
2013
Document Type
Thesis
Degree
M.A.
Degree Granting Department
Child and Family Studies
Major Professor
Raymond G. Miltenberger
Keywords
Behavior Education Plan, Daily Report Card, multi-tiered system of supports, school-wide positive behavior support, secondary intervention, targeted intervention
Abstract
An educational framework known as School Wide Positive Behavior Support being implemented in school systems across the country provides the schools with three tiers of support to address both academic and behavior challenges. The purpose of this study was to evaluate the use of peer tutors when applied to a Tier 2 intervention known as Check-In Check-Out (CICO). Peer tutors performed the morning check-in with the tutees by setting the expectations for the day and giving the tutees their Daily Progress Report (DPR) form. Throughout the day, the tutees took the DPR form to each class where they received a score from the teacher. At the end of the class period, the peer tutors provided the tutees with feedback on the scores received on the DPR form. Once the school day finished, the peer tutees checked-out with the tutors and received a reward if they met their percentage goal. The results of this study showed that CICO implemented by peers improved classroom behavior for all three participants.
Scholar Commons Citation
Sanchez, Sindy, "Evaluating Check-In Check-Out with Peer Tutors for Children with Attention Maintained Problem Behaviors" (2013). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/4762
