Evaluating Check-In Check-Out With Peer Tutors for Children With Attention Maintained Problem Behaviors

Sanchez, Sindy

doi:10.1080/07317107.2015.1104769

Cited by 11 publications

(8 citation statements)

References 32 publications

(32 reference statements)

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“…Across adaptations made at the onset of treatment, the most common procedure for adapting check-in was the use of a peer mentor (e.g., Collins et al, 2016; Dart et al, 2015; Melius, Swoszowski, & Siders, 2015; Sanchez, Miltenberger, Kincaid, & Blair, 2015; Smith, Evans-McCleon, Urbanski, & Justice, 2015). In these studies, a peer rather than an adult in the school served as the mentor and conducted check-in and check-out sessions with the target student.…”

Section: Resultsmentioning

confidence: 99%

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An Evaluation of Adaptations Made to Check-In Check-Out

Majeika

Camp

Wehby

et al. 2019

Journal of Positive Behavior Interventions

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Check-in check-out (CICO) is a widely implemented program aimed at increasing prosocial behavior. Aligned with the logic of Tier 2 supports, CICO has a standard protocol meant to be implemented in a standardized fashion across all students. However, as CICO is not effective for all at-risk students, it is quite common to find researchers implementing adapted versions of CICO. The purpose of this review was to explore the types of, rationale for, and timing of adaptations made to CICO. Results showed that 71% of studies using CICO made adaptations to core components. While most of these adaptations were made at the onset of treatment, we found little evidence to suggest researchers had a systematic process for selecting adaptations. As schools continue to seek the most efficient and effective means to provide behavior supports to students, adaptive intervention planning is an important process to consider.

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Section: Resultsmentioning

confidence: 99%

“…One study made an adaptation to the parent component of CICO after treatment. Sanchez and colleagues (2015) removed the parent component of CICO after students received at least 80% of their points on the DPR for 5 consecutive days.…”

Section: Resultsmentioning

confidence: 99%

An Evaluation of Adaptations Made to Check-In Check-Out

Majeika

Camp

Wehby

et al. 2019

Journal of Positive Behavior Interventions

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“…In the case of this study 13% of the students decreased their academic achievement. Authors such as Sanchez et al (2015) state that this may be due to the fact that some students do not like to help their peers or to be helped by them, so cooperative methodologies such as peer tutoring may result in a decrease in academic engagement. No statistical significant differences were found between 7 th and 8 th grade in the experimental group.…”

Section: Discussionmentioning

confidence: 99%

Peer tutoring in algebra: A study in Middle school

Alegre

Miravet

Maroto

et al. 2019

The Journal of Educational Research

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This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7 th and 8 th participated in the study. Two peer tutoring sessions took place during each week (10 weeks). Interactions between peers lasted 20 to 25 minutes for each session. The typology of tutoring was fixed and same-age. A pretest posttest with control group design was used. Statistical significant improvements were reported in the academic achievement variable after the implementation of the peer tutoring program for 7 th and 8 th grade courses separately and altogether. Over 87% of the students in the experimental group improved their marks. The overall effect size for the experience was reported to be medium (Hedge's g = 0.48). The main conclusion of this study is that fixed and same-age peer tutoring in algebra may be very beneficial for middle school students.

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“…Conversely, Alegre et al (2019) found that 13% of students decreased their academic achievement in algebra. This might be due to the fact that some students did not like to help their peers or be helped by them that the cooperative methodologies, such as peer tutoring which might improve the academic achievement decreased (Sanchez et al, 2015). Besides, Moeyaert et al (2019) underlined that the peer tutoring meta-analysis conducted for English or Mathematics, sometimes decreased the tutees' academic self-concept if they are not accompanied by the tutors, it may cause some of those feel insecure during the exams when they are left alone.…”

Section: Figure 3 Gain Scores Of Accounting Management Practices Of mentioning

confidence: 99%

Peer Tutoring as A Best Practice of Accounting Learning in Vocational Education

Marsely

2020

JABE

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This study attempts to investigate the use of peer tutoring and to assest the effectiveness of peer tutoring in accounting learning, State Polytechnic of Malang. A descriptive research approach with case study was employed in this research. The information gathered by documentation, observation and in depth interview. The accounting learning was done by the author with apllying same age peer tutoring (co-peer). The findings revealed that peer tutoring is a very effective learning strategy both to tutors and tutees. Tutors feels happy, proud, and satisfied when the lecturers trust them to give the material in front of their friends. Whereas the tutees feel more comfortable because the learning activities has become more relaxed and not strained, the students have been brave to ask more question. Peer tutoring has improve the academic achievement, communication skill, responsibilities, patience, empathy, sympathy, and strengthening the social skills both to tutors and tutees. As we know that these all skills were very needed in the world life. The author suggest that it should be utilized within the premises of the educational institutions. It is a must for polytechnic students to be equipped with such ability given that it has a great impact towards their future career development. The graduates are believed to be able to perform productively in the society with this ability, notwithstanding what contexts they are in. This is to assure that they would be able to function in line with the complex world of today.

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Evaluating Check-In Check-Out With Peer Tutors for Children With Attention Maintained Problem Behaviors

Cited by 11 publications

References 32 publications

An Evaluation of Adaptations Made to Check-In Check-Out

An Evaluation of Adaptations Made to Check-In Check-Out

Peer tutoring in algebra: A study in Middle school

Peer Tutoring as A Best Practice of Accounting Learning in Vocational Education

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