Three Validity Studies of the Daily Progress Report in Relationship to the Check, Connect, and Expect Intervention

  title={Three Validity Studies of the Daily Progress Report in Relationship to the Check, Connect, and Expect Intervention},
  author={Scott A. Stage and Douglas A. Cheney and Lori Lynass and Christine Mielenz and Andrea Lynn Flower},
  journal={Journal of Positive Behavior Interventions},
  pages={181 - 191}
Elementary students (N = 104) at risk for severe behavior problems or with special education eligibility participated in three validity studies of the daily progress report (DPR) used in a Tier 2 behavioral intervention known as Check, Connect, and Expect (CCE). In Study 1, the relationship between teachers’ ratings of students’ externalizing problem behavior and students’ DPR scores was established. In Study 2, behavior specialists’ use of the DPR to make student treatment decisions in the CCE… Expand

Figures and Tables from this paper

The Effects of Check, Connect, and Expect on Behavioral and Academic Growth
Check, Connect, and Expect (CCE) is a secondary tier behavioral intervention that provides students with levels of support including a dedicated “coach” for check-in and check-out procedures, andExpand
Exploring the Use of the Check & Connect Program as a Behavioral Intervention for Students with Attention-Deficit Hyperactivity Disorder
Student engagement is critical to the overall academic and behavioral well-being of a child in school. When working with students who have been diagnosed with Attention-Deficit Hyperactivity DisorderExpand
Use of Direct Behavior Ratings as the Foundation of Tier 2 Service Delivery
0 0 1 139 821 East Carolina University 14 4 956 14.0 Normal 0 false false false EN-US JA X-NONE With the advent of multi-tiered problem solving frameworks, including positive behavior interventionsExpand
The Therapeutic Mechanisms of Check, Connect, and Expect
Abstract Given the high prevalence of Tier 2 behavioral intervention use and calls to examine mediation and moderation effects on treatment for children, this study tested the mediation effect of theExpand
The importance of relationship: perceptions of the child - coach relationship within TLG’s Early Intervention programme. What can we learn from them?
This thesis presents the exploration of a child – coach relationship based within the ‘Transforming Lives for Good, Early Intervention’ programme. The programme offers support to children with orExpand
Examination of Critical Features and Lessons Learned for Implementation of a Tier 2 Intervention System for Social Behavior
This article demonstrates how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. Expand
Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings
Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions.Expand
Chapter 4 Adapting Research-Based Practices with Fidelity: Flexibility by Design
The contemporary focus on high fidelity implementation of research-based practices often creates tensions for educators who seek to balance fidelity with needed flexibility as they strive to improveExpand


A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems
Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the Check, Connect, and Expect (CCE) program. The CCEExpand
Enhancing Effects of Check-in/Check-out with Function-Based Support
Targeted interventions (also called Tier 2 interventions or secondary interventions) are implemented within a comprehensive three-tiered system of support consisting of universal interventions (forExpand
Response to Intervention: Examining Classroom Behavior Support in Second Grade
This article reports on 2 studies investigating a response-to-intervention (RTI) approach to behavior support in 2 second-grade classrooms. The results suggest that a slightly more intensive butExpand
Check in/ Check out: A Post-Hoc Evaluation of an Efficient, Secondary-Level Targeted Intervention for Reducing Problem Behaviors in Schools
Results indicate that the critical components of the CICO program were implemented with fidelity across three elementary schools and that the program was effective in reducing the number of office discipline referrals for students who entered the program. Expand
Issues on functional analysis in behavioral assessment.
  • J. Cone
  • Psychology, Medicine
  • Behaviour research and therapy
  • 1997
Five assessment methods common to assessment, generally, are shown to be useful in both descriptive and verification phases and the use of treatment validity in the functional analysis of functional analysis is mentioned as the ultimate strategy for evaluating the adequacy of this assessment approach. Expand
Using Multimethod—Multisource Functional Behavioral Assessment for Students With Behavioral Disabilities
Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement receivedExpand
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches
The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis,Expand
Adding Functional Behavioral Assessment to First Step to Success
First Step to Success is a manualized early intervention program with documented success in reducing the problem behavior of young children. Walker and colleagues (2005) are now engaged in analysesExpand
Dropout Prevention for Youth with Disabilities: Efficacy of a Sustained School Engagement Procedure
The purpose of this study was to examine the efficacy of a sustained dropout prevention procedure that incorporated monitoring and school engagement strategies. Ninety-four students with learning andExpand
Intervention Validity of Social Behavior Rating Scales
The term intervention validity refers to the extent to which assessment results can be used to guide the selection of interventions and evaluation of outcomes. In this article, the authors review theExpand