Annotated Bibliography on "Analyzing Behavioral Consultation in the School Setting Annotated Bibliography"

Annotated Bibliography 8 pages (2560 words) Sources: 8

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Early summer programs before kindergarten were also found to be a promising way of promoting successful transitions to kindergarten for kids from Head Start preschools having behavior issues. On the subject of parent involvement and program assessment in intervention activities, regarding program satisfaction measures, parents of kids in the HI group reported remarkable improvement in the academics and behavior of their kids. The parent workshops were also very helpful and the parents reported that they would definitely refer more parents to this program.

Smith, H. M., Evans-McCleon, T. N., Urbanski, B., & Justice, C. (2015). Check-In/Check-Out Intervention with Peer Monitoring for a Student with Emotional-Behavioral Difficulties. Journal of Counseling & Development, 93(4), 451-459.

The objective of this research was to assess the efficiency of check-in-check-out (CICO) with the help of a student having EBD (emotional-behavioral difficulties) as a peer monitor for a learner with the same struggles as part of a joint approach with school guidance employees. This study specifically concentrated on minimizing problem behaviors (for instance vocalizations which are inappropriate) and increasing proper classroom behavior. Additionally, this study looked at the increase in improper social conduct of a high school pupil acting as the mentor to the elementary-aged mentee. A-B single-case study design was used by its authors to assess the efficacy of a CICO intervention with peer supervision on the behavior on an elementary-aged student having EBD when having a student in high school as a peer monitor. The study comprised two students (assigned pseudonyms) that acted as the mentor-mentee dyad. The study was carried out on a rural school district situated at the southeastern region of the U.S. Data were visually studied by variability, trend, level, and mean comparisons across phases to establish the level of treatment related with a CICO intervention founded on direct observations and DBRC (daily behavior report card) points. The results revealed that both students actually gained from the intervention. Findings indicate that CICO with peer supervision was helpful for a student having EBD. This particular study expounds initial research outcomes by revealing that CICO is not just effective for kids having EBD in a residential setting, but that CICO could be effective when utilizing a peer supervisor in the school surroundings. This particular study illustrated how school counselors together with related experts could work together to develop and supervise interventions for learners with EBD and at-risk learners in the school environment. More research is required in exploring the benefits of using peer motoring with CICO, particularly in monitoring the impacts for both the peer monitors and learners across different age groups.

Ruiz, M. I., Smith, T. N., Naquin, G. M., Morgan-D'atrio, C., & Dellinger, A. B. (2014). Assessing the Implementation Fidelity of Check-In Check-Out Behavioral Interventions in Elementary and Middle Schools. Preventing School Failure, 58(1), 42. doi:10.1080/1045988X.2012.755667

Authors of this particular study investigated the extent to which school employees in urban district applied CICO behavioral interventions after obtaining the training organized by the school system. The study gives a description of the fidelity indicators utilized in the examination, reflects on the issues that may have had an impact on the fidelity of CICO implementation across the district, and gives recommendations for school administrators and teachers for enhancing the fidelity of the implementation of CICO at their respective schools. CICO cards obtained from 252 middle and elementary school students were examined to measure the presence of five indicators of fidelity implementation: daily implementation, established point goal, score completion, subject consistency, and consistency in behavioral goal. Information for these indicators of fidelity implementation was gathered from permanent products. These implementation fidelity indicators were chosen because they represent major aspects in the CICO process and are important in the intervention's success. Findings suggest that schools actually struggled in the implementation of CICO with fidelity. Even though schools steadily maintained behavior goals for several days, the majority of schools had trouble with daily implementation. Another finding of this examination was the absence of adherence in schools to CICO protocol. Though every school had difficulty in maintaining implementation fidelity in various parts of the program, middle schools particularly seemed to have more difficulty observing the five elements of the CICO protocol. This study concluded that schools should make sure that teachers obtain ample training and are able to implement behavioral interventions with fidelity. School employees ought to obtain ample direct training that concentrates on implementing CICO with fidelity.

McKENNEY, E. W., WALDRON, N., & CONROY, M. (2013). The Effects of Training and Performance Feedback During Behavioral Consultation on General Education Middle School Teachers' Integrity to Functional Analysis Procedures. Journal of Educational & Psychological Consultation, 23(1), 63-85.

The objective of this particular study was to extend initial findings of functional analysis (FA) procedures could be taught in minimal time and utilized with integrity by individuals previously not familiar with functional analysis to school settings though assessing integrity levels displayed by educators in classroom-based FA. In addition, behavioral consultation (BC) procedures were adhered to improve the generalizability of outcomes to organized problem-solving procedures coherent with best practices in school-based behavioral change. Hence, this study actually sought to expound the ability of consultants to utilize FA procedures during behavioral consultation by analyzing the following question: When training as well as performance feedback is offered to teachers, what is the degree of integrity with which they apply FA procedures in general academic settings? This study involved middles school students and teachers. A four-step model consistent with BC was utilized to support the evaluation procedure. Analysis was carried out during a continuing classroom lesson. Training procedures founded on past research were utilized in teaching FA procedures. Findings revealed that training together with performance feedback actually increased the integrity of FA procedures for two of the three teachers. Two teachers maintained acceptable integrity all through classroom implementation. Additionally, the implications for classroom-founded behavioral evaluation and the utilization of certain procedures of consultation (training and performance feedback) in supporting functional analysis in school settings are also discussed. The conclusion of this study is that within the behavioral consultation process, the middle school educators could apply functional analyses with integrity working with pupils who display troublesome behavior. The outcomes of this study in connection to the integrity of educators in utilizing these procedures actually fight for the validity of… READ MORE

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