Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support

By Leanne S. Hawken, R. Horner. 2003

312 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/89e3eafd6c673da21f819895dbe853c79142df36

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Citations in the corpus

Assessment and Implementation of Positive Behavior Support in Preschools (2007, background): “The secondary level of support involves small-group, targeted interventions for children who exhibit some deficits in social skills and/or challenging behaviors ( Hawken & Horner, 2003 ).”
A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, background): “…visual analysis of graphs revealed functional relations between CICO variations (i.e., BEP, CCE) and observed behaviors for most, but not all, participants in 5 of 7 studies using single-case design (Campbell & Anderson, 2008, 2011; Hawken et al., 2007; Hawken & Horner, 2003; Todd et al., 2008).”
Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students (2007, unknown): “check-in, check-out system called the Behavior Education Program (BEP; Crone et al., 2004; Hawken, 2002; Hawken & Horner, 2003; March & Horner, 2002; Warberg, George, Brown, Chauran, & Taylor-Greene, 1995).”
School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention (2010, background): “Evidence is emerging that Tier II or small-group supports delivered as part of a SWPBS continuum are altering potential trajectories toward more chronic and intense behavior patterns (Cheney, Flower, & Templeton, 2008; Fairbanks et al., 2007; Hawken & Horner, 2003).”
Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems (2014, background): “A 2-year study examined the effects of Check, Connect, and Expect (Cheney et al., 2009), a targeted tier SWPBIS intervention that integrates aspects of the Check-in/Checkout (Hawken & Horner, 2003) and Check and Connect (Sinclair, Christenson, Evelo, & Hurley, 1998) interventions.”
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, background): “Both elementary (e.g., Fairbanks et al., 2007; Hawken, MacLeod, & Rawlings, 2007; Todd, Campbell, Meyer, & Horner, 2008) and middle (Hawken, 2006; Hawken & Horner, 2003; March & Horner, 2002) school students showed decreases in the frequency of problem behavior as the result of a CICO-based…”
Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior (2009, background): “…studies demonstrating its effectiveness in reducing problem behavior and increasing academic engaged time for students (Fairbanks et al., 2007; Filter et al., 2007; Hawken, 2006; Hawken & Horner, 2003; Hawken, McLeod, & Rawlings, 2007; March & Horner, 2002; Todd, Campbell, Meyer, & Horner, 2008).”
Response to Intervention: Examining Classroom Behavior Support in Second Grade (2007, background): “The CICO intervention provides additional structure, prompts, instruction, feedback, and acknowledgment for students engaging in similar low-level social behavior errors (Filter et al., in press; Hawken & Horner, 2003; Todd, Kauffman, Meyer, & Horner, in press).”
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “…interventions consisting of additional supports that increase the structure and predictability of the school day, such as increased feedback from adults throughout the day and assistance in setting and meeting personal behavioral goals (Crone, Horner, & Hawken, 2004; Hawken & Horner, 2003).”
Handbook of Classroom Management (2014, background): “…the CICO intervention is associated with reductions in problem behavior and/or increases in prosocial behavior (Filter et al., 2007; Hawken, 2006; Hawken & Horner, 2003; Hawken, MacLeod, & Rawlings, 2007; McCurdy, Kunsch, & Reibstein, 2007; Mong, Johnson, & Mong, 2011; Simonsen, Myers, & Briere,…”
A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems (2009, background): “Previous results from the Tier 2 intervention work on BEP and CICO have focused on single subject designs with no comparison students (Fairbanks et al., 2007; Hawken & Horner, 2003; Hawken et al., 2007; Todd et al., 2008).”