6533b884fe1ef96bd12df136

RESEARCH PRODUCT

Check in, check out! : käyttäytymisen tehostettua tukea lähikoulussa

subject

description

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.