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Adaptations of check-in/check-out to meet the needs of high school students
| dc.contributor.author | Kittelman, Angus | |
| dc.contributor.author | Monzalve-Macaya, Manuel | |
| dc.contributor.author | Flannery, K. Brigid | |
| dc.contributor.author | Hershfeldt, Patricia A. | |
| dc.date.accessioned | 2019-05-10T18:39:35Z | |
| dc.date.available | 2019-05-10T18:39:35Z | |
| dc.date.issued | 2018 | |
| dc.identifier.uri | http://repositorio.ucm.cl/handle/ucm/2077 | |
| dc.description.abstract | Check-In/Check-Out (CICO) is a preventative Tier 2 intervention with demonstrated evidence in decreasing problem behaviors and increasing academic engagement for elementary and middle school students (Bruhn, Lane, & Hirsch, 2013; Hawken, Bundock, Kladis, O'Keeffe, & Barrett, 2014; Maggin, Zurheide, Pickett, & Baillie, 2015). The purpose of this article was to investigate how 18 high school coaches in eight states are adopting and modifying key components of the CICO intervention to address the high school context. Results suggested a majority of coaches made adaptations to specific components of the CICO intervention. Recommendations for how these adaptations may be enhanced by taking into consideration the developmental age of students and the high school context are discussed. | es_CL |
| dc.language.iso | en | es_CL |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Chile | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/cl/ | * |
| dc.source | The High School Journal, 102(1), 4-17 | es_CL |
| dc.subject | High schools | es_CL |
| dc.subject | Problem behaviors | es_CL |
| dc.title | Adaptations of check-in/check-out to meet the needs of high school students | es_CL |
| dc.type | Article | es_CL |
| dc.ucm.uri | muse.jhu.edu/article/710979 | es_CL |
| dc.ucm.doi | doi.org/10.1353/hsj.2018.0017 | es_CL |
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