Martinez_Journal Critique
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Feb 20, 2024
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EDUC 721
J
OURNAL
C
RITIQUE
T
EMPLATE
Student Name: Juan P Martinez
Date:02/05/2023
Research Questions (Include a citation for the study in the current APA format after the final research question):
1.
What is the impact of the Check-in/Check-out on the behavior of effective participation in lessons for students with problem behaviors(Atbaşı, Z. 2019)?
2.
Is Check-in/Check-out effective in maintaining the behavior of effective participation in lessons for students with problem behaviors(Atbaşı, Z. 2019)?
3.
What are the social validity findings for Check-in/Check-out (Atbaşı, Z. 2019)?
Experimental Design: This is the study design (not the procedures)
There is an increasing concern about student misbehavior in academic instruction that impedes the effectiveness of instruction for students. Data was gathered from the trials to examine the efficacy of CICO (check-in/checkout program) in improving academic education within different environments.
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Summary of Methods:
Participants:
There was a careful way to choose participants; they would have to meet a specific criterion. Students demonstrated low academic performance; students displayed behavior challenges in the classroom that highly disrupted instruction—students who exhibited soft social skills with peers in different educational settings. Administrators, counselors, teachers, and parents were interviewed to obtain a holistic student report demonstrating deficiencies across all categories. Three students were identified to meet all criterium from three different middle schools. Students showed deficits in academics, disruptive behavior that continuously affected instruction, low social skills, and recommendations of all stakeholders. Setting:
The setting would be the student’s natural environment for its effectiveness. Students would remain in their school, with their teacher, and with their school peers. Procedures:
The check-in/check-out data gathering analysis maintains a rubric with raptors that would be used to analyze the scope of the study. There would be different experts within the interventions implementing observations, and their ratings and reports would be compared to each other for a fair evaluative process. The interventions would be done during the student’s instruction in all their academic settings to attain unbiased data. The interventions would be delivered during the first week of new material, the third week, the fifth, and eight weeks of instruction.
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Results: Include results for each research question if there is more than one.
The results concluded that check-/check-out interventions were effective, and all three students' ability to participate in the instruction increased. All stakeholders were again interviewed after the intervention trials were complete, and all reported improved student behavior and engagement during instructional time. The data from the observations and practices of the intervention support the use of check-/check-out interventions and their effectiveness. Students' relationships improved with their peers; they reported they could engage in different activities with their peers and hold meaningful conversations. The teachers reported better relationships with studied students and the ability to connect to meaningful instruction. Commentary: Implications for teaching and research
The study revealed that all students could benefit from check-/check-out interventions. A student who displays instructional disarmament, classroom disruptions, and low social skills in developing appropriate age-level relationships among their peers among adults that support their academics may benefit from check-/check-out interventions. Students who display this behavior can improve well rounded by empowering them with skills like social teaching, effective ways to get teacher attention vs. disrupting instruction, and the ability to improve their academics. There are various reasons students may display inappropriate instructional behaviors, but based on the research and the study, it is because students do not understand the material. Instead, many would demonstrate these off-task behaviors rather than be labeled non-literate by their peers. Students may be given shortened assignments, increased time to complete tasks, and find other ways to build their ability to connect to the instruction. Effectively
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EDUC 721
improving the relationship between student-to-teacher and teacher-to-student will minimize challenging behaviors in the classroom. check-/check-out interventions have been demonstrated to be effective and correctly implemented will increase students across all settings.
EDUC 721
References
Atbaşı, Z., Karasu, N., & Tavil, Y. Z. (2019). Positive behavior support program throughout the classroom: The implementation of the check-In/Check-out program.
Egitim Ve Bilim, 44
(197)
https://doi.org/10.15390/EB.2018.7588