Newlin, Joanna
(2019)
A Comparison Study of CICO and SG-CICO for Students with High-Incidence Disabilities in an Inclusive Middle School Setting.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Considering the current reality that students with high-incidence disabilities are regularly placed in general education settings as the least restrictive environment, it is critical that educators continue to search for effective inclusive practices. The Universal Design for Learning (UDL) framework shows promise as a proactive method of creating inclusive classroom environments that meet the complex needs of students with high-incidence disabilities such as ADHD, high-functioning autism, specific learning disabilities, and anxiety/depression. However, a review of the literature revealed that a gap in the research exists that identifies effective evidenced-based interventions that also align with UDL guidelines and recommended strategies for students with high-incidence disabilities. The current study utilized a single-subject, alternating treatments design with two middle school students to compare two iterations of the widely-used Check In Check Out program designed by Crone, Hawken, and Horner (2010). The purpose of this study was to answer the following research question: What are the effects of Check In Check Out (CICO) compared to Self-Guided Check In Check (SG-CICO) on academic engagement in a middle school inclusive setting for students with high-incidence disabilities? The study showed a slightly greater effect on on-task engagement for the Self-Guided Check In Check Out iteration. These results highlight the potential of the Self-Guided Check In Check Out method as a component of a universally-designed classroom for students with high-incidence disabilities.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
25 September 2019 |
| Date Type: |
Publication |
| Defense Date: |
16 July 2019 |
| Approval Date: |
25 September 2019 |
| Submission Date: |
27 August 2019 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
88 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
high-incidence disabilities, Universal Design for Learning, UDL, inclusion, on-task engagement |
| Date Deposited: |
25 Sep 2019 18:33 |
| Last Modified: |
25 Sep 2019 18:33 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/37324 |
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