Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However, further research is needed to investigate its effectiveness in a larger sample and to analyze the timeline for behavioral change. This study focused on 51 elementary school students, assessing their behavior at baseline and during the CICO intervention phase using two data collection methods: the Daily Report Card (DRC) and the School Situation Questionnaire (SSQ). Nonlinear growth modeling was employed to examine the effects of the intervention. The results indicated that CICO yielded significant positive effects on behavior within 1 week of initiating support. After the outcomes stabilized, the behavior change remained stable beyond the first week of the intervention. These effects were detected in both the target behavior measured with DRC and the problem behavior measured with SSQ. These findings suggest that CICO interventions produce rapid and sustained changes in behavior. Further, the effects of CICO were observed in various settings within the school environment, indicating distal outcomes.

中文翻译：

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检查芬兰小学入住/退房的直接和持续影响


芬兰全校积极行为干预和支持 （SWPBIS） 学校已实施签入/签出 （CICO） 行为支持，以满足需要超出普遍水平的个性化行为支持的学生。以前的研究已经证明了 CICO 作为一种行为支持方法的有效性。然而，需要进一步的研究来调查其在更大样本中的有效性并分析行为改变的时间表。本研究侧重于 51 名小学生，使用两种数据收集方法评估他们在基线和 CICO 干预阶段的行为：每日成绩单 （DRC） 和学校情况问卷 （SSQ）。采用非线性生长模型来检查干预的效果。结果表明，CICO 在开始支持后 1 周内对行为产生了显着的积极影响。结果稳定后，干预第一周后行为变化保持稳定。这些影响在用 DRC 测量的目标行为和用 SSQ 测量的问题行为中都检测到。这些发现表明，CICO 干预会产生快速和持续的行为变化。此外，在学校环境内的各种环境中观察到 CICO 的效果，表明远端结局。