Check in, check out! : käyttäytymisen tehostettua tukea lähikoulussa
Finnish schools struggle with problem behaviour and need new interventions
which are effective, acceptable, and can be implemented with high fidelity in
general classrooms. The aim of this study was to examine the effects of Check in
check out (CICO) support in decreasing the disruptive behaviours of general
education primary school pupils. CICO can be regarded as an intensified level of
support in Finnish schools, and its key features are brief morning and afternoon
meetings with a CICO coach, the use of a Daily Report Card (DRC), regular
positive feedback during the day by the classroom teacher, and parental
involvement. The specific aims of the study were threefold: first, to pilot the
implementation of the CICO support; second, to examine the efficacy of the
support in Finnish schools; and third, to examine the maintenance of the
behavioural gains made during the intervention. Single-case experimental study
data sets were collected during the years 2013–2015 from two schools linked to
the ProSchool program. Effectiveness of the CICO program was documented by
objective observational data and teacher ratings in the natural school context.
CICO was implemented with high rates of fidelity, and CICO’s acceptability
among school personnel was excellent. DRCs seem to be a valid method for
assessing pupils’ behaviour. The findings of this study clearly suggest that CICO
intervention can be implemented by Finnish school personnel in a typical school
setting with a high degree of fidelity. It was also concluded that CICO fits well
into the Finnish three-tiered support system as a support program for the second
tier of intensified support. To improve inclusive education in Finland, a school-wide systemic change, together with well-functioning multi-tiered support, is
needed. This study focused on gaining insight into one practical solution to
facilitate the inclusion of pupils with behavioural problems in mainstream
teaching. A consistent universal positive behaviour support system, coupled
with additional behavioural support like CICO, is a promising solution to
facilitate successful inclusive education.
...


Alternative title
Käyttäytymisen tehostettua tukea lähikoulussaPublisher
Jyväskylän yliopistoISBN
978-951-39-7522-7ISSN Search the Publication Forum
2489-9003Contains publications
- Artikkeli I Karhu, A., Savolainen, H., & Närhi, V. (2018). Yhteistyö ja psykologisen tiedon soveltaminen tukevat ADHD-oireisen oppilaan toimintakykyä koulussa. Psykologia, 53 (2-3), 76-88.
- Artikkeli II Karhu, A., Närhi, V., & Savolainen, H. (2019). Check in-check out intervention for supporting pupils’ behaviour : effectiveness and feasibility in Finnish schools. European Journal of Special Needs Education, 34 (1), 136-146. DOI: 10.1080/08856257.2018.1452144
- Artikkeli III Karhu, A., Närhi, V., & Savolainen, H. (2018). Inclusion of pupils with ADHD symptoms in mainstream classes with PBS. International Journal of Inclusive Education, 22 (5), 475-489. DOI: 10.1080/13603116.2017.1370741
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