Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.
AlgozzineB.BarrettS.EberL.GeorgeH.HornerR.LewisT.PutnamB.Swain-BradwayJ.McIntoshK.SugaiG. (2019). School-wide PBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org
2.
AlgozzineB.WangC.VioletteA. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16. https://doi.org/10.1177/1098300709359084
3.
AndersonC. M.BorgmeierC. (2010). Tier II interventions within the framework of school-wide positive behavior support: Essential features for design, implementation, and maintenance. Behavior Analysis in Practice, 3(1), 33–45. http://doi.org/dv46
4.
AndersonC. M.RodriguezB. J.CampbellA. (2015). Functional behavior assessment in schools: Current status and future directions. Journal of Behavioral Education, 24(3), 338–371. https://doi.org/10.1007/s10864-015-9226-z
5.
BartonE. E.LloydB. P.SpriggsA. D.GastD. L. (2018). Visual analysis of graphic data. In LedfordJ. R.GastD. L. (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd ed., pp. 179–214). Routledge.
6.
BoydR. J.AndersonC. M. (2010). Breaks are Better implementation manual. University of Oregon.
7.
BoydR. J.AndersonC. M. (2013). Breaks are Better: A tier II social behavior intervention. Journal of Behavioral Education, 22(4), 348–365. http://doi.org/dv45
8.
BruhnA.McDanielS.KreighC. (2015). Self-monitoring interventions for students with behavior problems: A systematic review of current research. Behavioral Disorders, 40(2), 102–121. https://doi.org/10.17988/BD-13-45.1
9.
CooperJ. O.HeronT. E.HewardW. L. (2019). Applied behavior analysis. Pearson.
10.
CroneD. A.HawkenL. S.HornerR. H. (2010). Responding to problem behavior in schools: The behavior education program. Guilford Press.
11.
DufreneB. A.KazmerskiJ. S.LabrotZ. (2017). The current status of indirect functional assessment instruments. Psychology in the Schools, 54(4), 331–350. https://doi.org/f94gsk
12.
EvansK. (2016). Breaks are Better: Guide to improving off-task behavior and task completion for students who engage in escape-maintained behavior [Unpublished doctoral dissertation]. Texas Christian University.
13.
FallonL. M.FeinbergA. B. (2017). Implementing a Tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure: Alternative Education for Children and Youth, 61(3), 189–197. https://doi.org/ftdx
14.
GageN. A.LewisT. J.StichterJ. P. (2012). Functional behavioral assessment-based interventions for students with or at risk for emotional and/or behavioral disorders in school: A hierarchical linear modeling meta-analysis. Behavioral Disorders, 37(2), 55–77. https://doi.org/10.1177/019874291203700201
15.
GeigerK. B.CarrJ. E.LeBlancL. A. (2010). Function-based treatments for escape-maintained problem behavior: A treatment-selection model for practicing behavior analysts. Behavior Analysis in Practice, 3(1), 22–32. https://doi.org/ftdz
16.
HanleyG. P.IwataB. A.McCordB. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185. https://doi.org/c4gwcq
17.
IwataB. A.DorseyM. F.SliferK. J.BaumanK. E.RichmanG. S. (1994). Toward a functional analysis of self- injury. Journal of Applied Behavior Analysis, 27(2), 197–209. https://doi.org/10.1901/jaba.1994.27-197. (Reprinted from Analysis and Intervention in Developmental Disabilities, 2(1), 3–20, 1982)
18.
KernL.WehbyJ. H. (2014). Using data to intensify behavioral interventions for individual students. Teaching Exceptional Children, 46(4), 45–53. https://doi.org/ftd2
19.
KilgusS. P.ChafouleasS. M.Riley-TillmanT. C. (2013). Development and initial validation of the social and academic behavior risk screener for elementary grades. School Psychology Quarterly, 28(3), 210–226. https://doi.org/f49vdm
20.
KilgusS. P.ChafouleasS. M.Riley-TillmanT. C.von der EmbseN. P. (2014). Social, academic, and emotional behavior risk screener (SAEBRS). Theodore J. Christ & Colleagues.
21.
KilgusS. P.FallonL. M.FeinbergA. B. (2016). Function-based modification of check-in/check-out to influence escape-maintained behavior. Journal of Applied School Psychology, 32(1), 24–45. https://doi.org/10.1080/15377903.2015.1084965
22.
KlingbeilD. A.DartE. H.SchrammA. L. (2019). A systematic review of function-modified check-in/check-out. Journal of Positive Behavior Interventions, 21(2), 77–92.
23.
LaneK. L.Barton-ArwoodS. M.NelsonJ. R.WehbyJ. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17(1), 43–62. http://doi.org/fwq6wq
24.
LewisT. J.HattonH. L.JorgensonC.MaynardD. (2017). What beginning special educators need to know about conducting functional behavioral assessments. TEACHING Exceptional Children, 49(4), 231–238. https://doi.org/10.1177/0040059917690885
25.
MacLeodK. S.HawkenL. S.O’NeillR. E.BundockK. (2016). Combining Tier 2 and Tier 3 supports for students with disabilities in general education settings. Journal of Educational Issues, 2(2), 331–351. https://doi.org/10.5296/jei.v2i2.10183
26.
MagginD. M.ZurheideJ.PickettK. C.BaillieS. 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. https://doi.org/f7ptz5
27.
MajeikaC. E.BruhnA. L.SterrettB. I.McDanielS. (2020). Reengineering Tier 2 interventions for responsive decision making: An adaptive intervention process. Journal of Applied School Psychology, 36(2), 111–132. https://doi.org/ftd3
28.
MajeikaC. E.Van CampA. M.WehbyJ. H.KernL.CommissoC. E.GaierK. (2020). An evaluation of adaptations made to check-in check-out. Journal of Positive Behavior Interventions, 22(1), 25–37. https://doi.org/ftd4
29.
MarchR. E.HornerR. H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10(3), 158–170. https://doi.org/10.1177/10634266020100030401
30.
MarchR. E.HornerR. H.Lewis-PalmerT.BrownD.CroneD.ToddA. W.CarrE. (2000). Functional Assessment Checklist: Teachers and Staff (FACTS). Educational and Community Supports.
31.
MartensB. K.WittJ. C.ElliottS. N.DarveauxD. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice, 16(2), 191–198. https://doi.org/10.1037/0735-7028.16.2.191
32.
McDanielS. C.BruhnA. L.MitchellB. S. (2015). A tier 2 framework for behavior identification and intervention. Beyond Behavior, 24(1), 10–17. http://doi.org/gf3czh
33.
McIntoshK.CampbellA. L.CarterD. R.Rossetto DickeyC. (2009). Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Interventions, 11(2), 82–93. https://doi.org/10.1177/1098300708319127
34.
McIntoshK.FlanneryB. K.SugaiG.BraunD. H.CochraneK. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243–255. http://doi.org/ftrmgw
35.
McIntoshK.HornerR. H.ChardD. J.DickeyC. R.BraunD. H. (2008). Reading skills and function of problem behavior in typical school settings. The Journal of Special Education, 42(3), 131–147. https://doi.org/10.1177/0022466907313253
36.
MeyerM. M.Behar-HorensteinL. S. (2015). When leadership matters: Perspectives from a teacher team implementing response to intervention. Education and Treatment of Children, 38(3), 383–402. https://doi.org/10.1353/etc.2015.0022
37.
MiramontesN. Y.MarchantM.HeathM. A.FischerL. (2011). Social validity of a positive behavior interventions and support model. Education and Treatment of Children, 34(4), 445–468. https://doi.org/10.1353/etc.2011.0032
38.
MorganP. L.FarkasG.TufisP. A.SperlingR. A. (2008). Are reading and behavior problems risk factors for each other?Journal of Learning Disabilities, 41(5), 417–436. https://doi.org/10.1177/0022219408321123
39.
NelsonJ. R.RobertsM. L. (2000). Ongoing reciprocal teacher-student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders, 8(1), 27–37. https://doi.org/10.1177/106342660000800104
40.
ReevesP. L.BurtW. L. (2006). Challenges in data-based decision-making: Voices from principals. Educational Horizons, 85(1), 65–71.
41.
ReidR.GonzalezJ. E.NordnessP. D.TroutA.EpsteinM. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. The Journal of Special Education, 38(3), 130–143. https://doi.org/10.1177/00224669040380030101
42.
ScottT. M.AlterP. J.HirnR. G. (2011). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children, 34(4), 619–641. https://doi.org/10.1353/etc.2011.0039
43.
ScottT. M.MartinekG. (2006). Coaching positive behavior support in school settings: Tactics and data-based decision making. Journal of Positive Behavior Interventions, 8(3), 165–173. https://doi.org/bcssn5
44.
ShogrenK. A.LangR.MachalicekW.RispoliM. J.O’ReillyM. (2011). Self-versus teacher management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13(2), 87–96. https://doi.org/10.1177/1098300710384508
45.
StormontM.ReinkeW. M. (2013). Implementing Tier 2 social behavioral interventions: Current issues, challenges, and promising approaches. Journal of Applied School Psychology, 29(2), 121–125. https://doi.org/dv44
46.
SugaiG.HornerR. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1–2), 23–50. https://doi.org/fhwspn
47.
Swain-BradwayJ. L. (2009). An analysis of a secondary level intervention for high school students at risk of school failure: The high school behavior education program [Unpublished doctoral dissertation]. University of Oregon.
48.
SwoszowskiN. C.McDanielS. C.JolivetteK.MeliusP. (2013). The effects of tier II check-in/check-out including adaptation for non-responders on the off-task behavior of elementary students in a residential setting. Education and Treatment of Children, 36(3), 63–79. https://doi.org/10.1353/etc.2013.0024
49.
TappJ.WehbyJ. (2000). Observational software for laptop computers and optical bar code time wands. In ThompsonT.FelceD.SymonsF. (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 71–82). Paul H. Brookes.
50.
TurcoT.ElliottS. (1986). Assessment of students’ acceptability ratings of teacher-initiated interventions for classroom misbehavior. Journal of School Psychology, 24(3), 277–283. https://doi.org/fgb8zw
51.
TurturaJ. E.AndersonC. M.BoydR. J. (2014). Addressing task avoidance in middle school students: Academic behavior check-in/check-out. Journal of Positive Behavior Interventions, 16(3), 159–167. https://doi.org/10.1177/1098300713484063
52.
UmbreitJ.FerroJ.LiaupsinC. J.LaneK. L. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Pearson Merrill Prentice Hall.
53.
Von der EmbseN. P.PendergastL. L.KilgusS. P.EklundK. R. (2016). Evaluating the applied use of a mental health screener: Structural validity of the social, academic, and emotional behavior risk screener. Psychological Assessment, 28(10), 1265–1275. https://doi.org/10.1037/pas0000253
54.
WagnerM.KutashK.DuchnowskiA. J.EpsteinM. H.SumiW. C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioral Disorders, 13(2), 79–96. https://doi.org/10.1177/10634266050130020201
55.
WittJ. C.ElliottS. N. (1985). Acceptability of classroom intervention strategies. In KratochwillT. R. (Ed.), Advances in school psychology (pp. 251–288). Lawrence Erlbaum.
56.
WoleryM.GastD. L.LedfordJ. R. (2018). Comparative designs. In GastD. L. (Ed.), Single case research methodology (pp. 283–334). Routledge.
57.
WolfeK.PyleD.CharltonC. T.SabeyC. V.LundE. M.RossS. W. (2015). A systematic review of the empirical support for check-in check-out. Journal of Positive Behavior Interventions, 18(2), 74–88. https://doi.org/10.1177/1098300715595957
58.
YoderP. J.LloydB. P.SymonsF. J. (2018). Observational measurement of behavior (2nd ed.). Paul H. Brookes.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
