Check-In/Check-Out Behavioral Intervention: Effectiveness, Limitations, and Role Within Multi-Tiered Systems of Support Morgan Halady * Project Mentor(s): Gigi Chuang, PhD The prevalence of behavioral problems amongst students has increased in recent years, creating classroom environments that negatively impact learning. Effective behavioral interventions for educators to address behavior challenges and respond to diverse students’ needs is significantly essential. Evidence-based interventions within Multi-Tiered Systems of Supports (MTSS) are designed to reduce behavioral issues, promote a positive school climate, and foster growth. This presentation introduces Check-in/Check out (CICO) that is one of the positive behavioral interventions within MTSS to reduce challenging behaviors and increase appropriate behaviors. The CICO intervention is frequently used Tier 2 behavioral intervention particularly for students who exhibit disruptive behaviors. CICO promotes prevention through early identification and the flexibility to make intervention modifications specific to the students’ needs. In addition to comprehensive scholarly review of CICO’s effectiveness, practical implications and its limitations will be discussed. Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords : Check-in/check-out, Behavioral Intervention, Evidence-based program, MTSS, Tier 2 Examining Differences in Student Well-Being: A Comparison of Sports and Non- Sports Club Members Quaid Hunt, Landon Veentjar, Cristina Bistricean, PhD Project Mentor(s): Cristina Bistricean, PhD Institutions of higher education in the United States have experienced declining enrollment and retention, making student well-being an important area of research. While extracurricular involvement has been linked to improved well-being, less is known about how different types of involvement influence these outcomes. Sports club participation may provide unique benefits compared to non-sports clubs due to its emphasis on physical activity, teamwork, and social identity. This study examined differences in self-reported well-being between Sports Club Members (SCM) and Non-Sports Club Members (NSCM). Undergraduate students ( N = 119) completed a cross-sectional survey measuring PERMA domains, the Flourishing Scale, and retention intention. A multivariate analysis of variance (MANOVA) revealed a significant effect of club type on well-being, Pillai’s Trace = .053, F (2, 119) = 3.31, p = .040 indicating the SCM was associated with increased well-being and flourishing when taken together. Univariate analyses showed that PERMA average scores differed significantly between groups, F (1, 120) = 6.38, p = .013, whereas flourishing did not, F (1, 120) = 2.05, p = .155. These findings suggest that differences in well-being between SCM and NSCM are primarily driven by PERMA-related outcomes rather than flourishing. Sports club participation may uniquely enhance well-being through physical activity, social connection, and goal setting. Sports clubs may serve as an effective avenue for promoting student well-being. Future research should examine these relationships and include students not involved in extracurricular activities. Presentation Type: Poster Presentation (May 21, 9:30am–3:00pm) Keywords : Student Well-Being, PERMA, Club Participation, Extracurricular Involvement SOURCE Form ID: 222 Behavioral Intervention SOURCE Form ID: 248
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