The effectiveness of teaching in any learning facility is dependent on the position of the teaching players. These players include teachers (instructors), learners, the learning environment, and the resources used for teaching. A failure in one of the facilities leads to a failure in the entire teaching process. In many cases, students (learners) may end pausing a challenge as far as meeting the learning objectives is of concern. Disabilities, language barrier, and behavioral problems are some of the classroom challenges that learners face while in class. Focusing on behavioral issues, students display different types of behavioral problems with a lack of concentration being a leading one. These challenges may lead to a lack of other students failing to get the best out of the class and more to this is that the teaching may fail to get a perfect environment that will aid them in teaching effectively.
It is the role of the teacher, therefore, to seek specific intervention that will deal with these behavioral challenges of the kid. One of the approaches that have been effective in dealing with behavioral issues among learners is the Check-in and Check-out (CICO) program. This program engages target students, the teacher, the parents, and other player to allows the students to improve their behaviors. More to this is that the approach is practical because it can be adapted to a wide range of learners. Despite success adoption, the number of modified CICO programs for the different learners' needs for them to be adopted as evidence-based studies (Katie et al., 2016). The paper analyzes data regarding the program as a way of determining its efficiency in improving the motivation of learners. More to this is that the paper will address how effective it can be implemented and also assess the implication of the analysis for future research.
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Analysis of Data on CICO
The analysis undertook looks into improved positive behaviors and motivation in learners as taken in other researchers through motivation and behavior improvement approach that includes CICO behavior management and monitoring tool. The method is useful because it can be adopted in all levels of learning from the kindergarten to the high school level. Positive outcomes from the analysis of data would be a confirmation that the approach is useful in the process of managing student behaviors and hence the need for these programs.
There is a need to address CICO through having a proper background analysis of the importance of behavioral management and monitoring in learning environments. Shield (2019), undertook research aimed towards understanding the impact of Positive Behavior Intervention Support Systems on positive behavior among middle school learners. From the study, the total positive score behavior of the learners was 135 and 183 before and after the intervention. The overall negative behavior scores before and after the intervention were 33 to 47.7 (Shield, 2019). The findings from shield’s study point out the fact that the impact of behavior management tools in shaping the behaviors and motivation status of the learners is sufficient and has the capacity of modifying their behaviors.
It is worth noting that the adoption of CICO as an intervention in improving the learning behaviors of learners and the improvement of learning outcomes can be adapted for different learning challenges that the learner may be facing. Dart, Greshman, Collins, and Brevor (2015) undertook their study to establish the impact of the tool towards helping learners that were suffering from internalizing disorders. The focus of the research focused on Direct Behavior Rating-Multiple Item Scales (DBR-MIS), Behavioral Intervention Rating Scale (BIRS) and Children's Intervention Rating Profile (CIRP) as the measures to be assessed upon the intervention of the COCO model to their study subjects. The most significant result worth analyzing from their study is on the effectiveness of Peer-Meditated CICO program used. There was a 95% confidence interval for all the five respondents, according to Dart and his colleagues (2015). The findings reveal that the effectiveness of the program adopted even though it was peer-mediated. The data is also sufficient to justify the fact an adult or teacher mediated CICO program is more effective than that mediated by peers.
One of the essential aspects that affect the motivation and performance of learners is their behavior (Maggin and colleagues, 2015). The data in the study revealed that the behavior score levels were 4, 3 and 5 for the first three respondents at baseline and 9, 7 and 9 at the end of the study where the CICO program had successfully been adopted (Dart, Collins, Greshman & Brewer, 2015). From these findings, it is evident that the CICO program aided in improving the behaviors of the learners with the lowest increase in score level is an increase of 4. These results are a strong pillar behind the support of the CICO program for the learners having a variety of difficulties.
The empirical support for the adoption of the CICO management to improve motivation and behaviors in learners is further supported by the work of Toms, Campbell-Whatley, Stuart, & Schultz (2018) which is aimed towards understanding the impact of the program in support of changing behaviors of African American male learners. The researchers developed a CICO program that combined social skill instruction and academic planning. The fidelity of the application of their program had a range of 85% to 92%, and the reason of the findings included, lack of frequency in totaling the earned points and not promptly providing the earned rewards and these provide an essential aspect of monitoring. The primary focus of the findings of the research was on the skill needed for educational success because it is the primary goal of a learning experience. From the results, the mean percentage for the three subjects at baseline was 9.73. However, there was a growth to a mean of 77.4% upon the delivery of the intervention (Stuart et al., 2018). This is an important note to take owing to the significant change of the mean within that short time. The change of 67.67% is a substantial margin in a learning environment set up. It is sufficient enough to change the grades of the students and thus acting as a motivation towards becoming better. The findings back up the conclusions provided by Dart, Collins, Greshman, and Brewer (2015) that the tool is useful in enhancing the learning outcomes of learners with different challenges only if it is effectively administered. The background provided by Hanken and colleagues (2015) is also another motivating factor towards the adoption of CICO. They confirm that the average daily progress report scores of learners under the CICO program increased from 80 to 86 between 2009 and 2012 (Hanken et al., 2015). This is a crucial talking point because it is indicative of the growth in the adaption of the program to learners.
The adoption of a CICO behavioral change model as mentioned earlier is that it is sufficient to improve the behaviors, motivation and learning outcomes of learners with a variety of learning challenges (Ross & Christian, 2014). More to this is that this model is valid if only applied to a small number of learners because of the ease of monitoring (Dart, Collins, Greshman & Brewer, 2015). It is for this reason that the above-analyzed studies used subjects less than five. However, there are behavioral problems that are due to the learning environment and therefore affect most of the learners. Under such situations, the CICO program adopted needs to carter for all the learners. Hanken, Bundok, and colleagues (2015) undertook a study that was aimed at assessing the large-scale implementation of a CICO program. The success of such a complex application would call for the intervention of many people and therefore, the use of progressive daily reports and (DPRs) was effective in the process of monitoring the progress of the learners.
Miller, Dufrene, Sterling, Olmi, and Bachmayer (2015) directed their research towards elementary school children. Just like the other studies analyzed, the number of students used for the study was three to reduce the challenges associated with dealing with a large number of learners. The students targeted by the study were those with behavioral problems and academic engagement. In the outcome measures, the focus was placed on self-monitoring as a motivating factor towards academic success. In all the three learners, it was clear that the CICO score levels at baseline were lower than those at the end. A worth mentioning variable, however, is on the relationship between academic engagement and problem behavior. Miller et. al. were keen at showing that as the academic engagement was introduced through the CICO program, the problem behavior scores of the learners reduced. For the first student, the problem behavior was a maximum of 40% and 20% before and after implementing the program. On the other hand, academic engagement increased from 75% to 90% after the adoption of the intervention (Miller, Dufrene, Sterling, Olmi & Bachmayer, 2015).
Reported fidelity of the CICO programs has been a concerning challenge as addressed by Maggin and his colleagues (2015). In their findings, even though some of the programs adopted for the studies in their systematic review were assisted, the fidelity was not 100%. It was only in two studies that the fidelity was above 95%, but in some cases, it was as low as 28% (Maggin et al., 2015). It is worth noting that in each of the studies, the reporting rate had a mean of above 85% and therefore the reporting should not be viewed as a challenge leading to the low fidelity levels which are the support of the findings by Dart, Collins, Greshman, and Brewer (2015). The fidelity levels in another study by Hanken and colleagues was lower than anticipated. In one group, it was 81% at the expense of 90%, and in the other, it was 84% instead of the target 88% (Hanken et al., 205). The challenge with fidelity in the case of Hanken and others can be attributed to the fact that their research was broad in terms of the participants.
These challenges on the fidelity levels are a genuine cause of concern. From the study by Hanken et al., (2015), it is evident that the adoption of CICO programs in Illinois schools is very encouraging, ranging from 98 in 2009 to 441 in 2012. However, the daily report rates of students is an indication that the implementation rate of the program is not undertaken effectively. This is because the daily reporting rates were 86% in 2009 and 84% in 2012, which is contrary to the adoption levels of the program. It is therefore evident that in as much as schools are adopting the program, managing and monitoring the increasing number of learners is continuously becoming challenging.
Importance of Fidelity of Application
Fidelity of application is essential as far as considering the program for adoption in a school setting. Kilgu, Fallon, and Feinberg (2016) and Melius, Swoszowski, and Siders (2015) highlight the importance of high fidelity levels. Through high levels of fidelity, there is an assurance that the program, whether modified or not, can change the behaviors of the learners. However, the analyzed data from the different studies have indicated a low level of fidelity. These low levels of fidelity are a clear indication that the program is challenging to keep up with and therefore creating a significant doubt in school administrators that are yet to adopt the program. Despite the different researchers adjusting their programs differently, the fidelity outcomes have continued being low, and this is added to the concern to those wanting to adopt the program.
Implications for Future
The analysis of findings from different research is instrumental in paving the way for future research. One important issue is on the issue of specially designed programs for exceptional learners. It should be noted that the CICO program is applicable for learners with different needs (Melius, Swoswowski & Sider, 2015). It is for this reason that different research design has been created for different needs. Future research should promote consistency of studies by directing their research on how similar CICO programs can be used for similar behavioral characteristics.
Another implication of the analysis of future research is on dealing with fidelity challenge. The prevailing studies are sufficient enough to assure new adopters that CICO programs are effective in promoting behavioral changes and motivation among learners and are also sufficient to show that fidelity is a significant challenge in CICO program implementation. Future research should be aiming towards coming up with ways through which the fidelity levels can be increased.
Conclusion
CICO programs are effective behavioral and motivation improvement among learners. With effective monitoring and filling of forms, the program can yield positive outcomes. The major challenge, however, is on the low fidelity levels, which may deter new adopters into using the program. Future research should aim at increasing the fidelity levels and also developing conventional program approaches for specific behavioral challenges.
References
Dart, E. H., Furlow, C. M., Collins, T. A., Brewer, E., Gresham, F. M., & Chenier, K. H. (2015). Peer-mediated check-in/check-out for students at-risk for internalizing disorders. School Psychology Quarterly , 30 (2), 229.
Hawken, L. S., Bundock, K., Barrett, C. A., Eber, L., Breen, K., & Phillips, D. (2015). Large-scale implementation of check-In, check-out: A descriptive study. Canadian Journal of School Psychology , 30 (4), 304-319.
Kilgus, S. P., Fallon, L. M., & Feinberg, A. B. (2016). Function-based modification of check-in/check-out to influence escape-maintained behavior. Journal of Applied School Psychology , 32 (1), 24-45.
Maggin, D. M., Zurheide, J., Pickett, K. C., & Baillie, S. J. (2015). A systematic evidence review of the check-in/check-out program for reducing student challenging behaviors. Journal of Positive Behavior Interventions , 17 (4), 197-208.
Melius, P., Swoszowski, N. C., & Siders, J. (2015). Developing peer led check-in/check-out: a peer-mentoring program for children in residential care. Residential Treatment for Children & Youth , 32 (1), 58-79.
Miller, L. M., Dufrene, B. A., Sterling, H. E., Olmi, D. J., & Bachmayer, E. (2015). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions , 17 (1), 28-38.
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education , 36 (4), 246-257.
Shields, J. (2019). The Effect of Positive Behavior Intervention Support Systems on Positive Behaviors Shown in Middle School Students.
Toms, O. M., Campbell-Whatley, G., Stuart, S., & Schultz, T. (2018). The effects of check-in check-out on the academic planning and behavior of African American males. Journal for Multicultural Education , 12 (3), 278-293.
Wolfe, K., Pyle, D., Charlton, C. T., Sabey, C. V., Lund, E. M., & Ross, S. W. (2016). A systematic review of the empirical support for check-in check-out. Journal of Positive Behavior Interventions , 18 (2), 74-88.
