Enhancing Effects of Check-in/Check-out with Function-Based Support

By Amy L. Campbell, C. Anderson. 2008

139 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/de7eee818a4cfa6a05d8178625416aaa9ae93962

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. R. Horner
2. G. Sugai
3. Kathleen Lynne Lane
4. C. Anderson
5. A. Bruhn
6. Shanna Eisner Hirsch
7. Catherine P. Bradshaw
8. K. McIntosh

In Cognitive Neuroscience

1. G. Sugai
2. R. Horner
3. Kathleen Lynne Lane
4. C. Anderson
5. A. Bruhn
6. Shanna Eisner Hirsch
7. Catherine P. Bradshaw
8. K. McIntosh

In Developmental and Educational Psychology

1. G. Sugai
2. R. Horner
3. Kathleen Lynne Lane
4. C. Anderson
5. A. Bruhn
6. Shanna Eisner Hirsch
7. Catherine P. Bradshaw
8. K. McIntosh

Citations in the corpus

• 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).”
• Examining the Evidence Base for School-Wide Positive Behavior Support (2010, background): “…and comes largely from single-case research documenting functional relations between the implementation of CICO and a reduction in problem behavior (Campbell & Anderson, 2008; Crone et al., in press ; Hawken, 2006; Hawken & Horner, 2003; Hawken, MacLeod, & Rawlings, 2007; March & Horner, 2002;…”