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Project Title: The Check, Connect, and Expect Project

COE Investigator: Douglas Cheney, PI; Scott Stage, Co-PI
Collaborating Investigators:  Lori Lynass, Project Coordinator; Charles Munat, Technology Coordinator; Maryann Waugh, Christine Renee Mielenz & Wendy Iwaszuk: Research Assistants

Funding Source: Institute of Education Sciences, US Department of Education

Start/End Dates: September 2004-September 2009

Overview: The Check, Connect, and Expect (CCE) program is currently evaluating an evidence-based practice designed to address the challenging behavior of students who are at-risk for school failure in elementary school. Our intervention work can be considered as both an early intervention program in public schools, as well as a secondary and tertiary prevention program for students with challenging school behavior. CCE is based on the theory that relationships with school staff, reinforcement of clear expectations and social behavior, and engagement in school contribute to student’s academic and social outcomes. Therefore, the basic CCE intervention focuses on improving students' positive relationships and prosocial behavior via daily positive interactions with school staff, reinforcement for success, and immediate feedback for problem behavior.

Research Base: The CCE intervention combines two interventions that have been found to be efficacious: the Check & Connect program (Sinclair, Christenson, Evelo, & Hurley, 1998) and the Behavior Education Program (Crone, Horner, & Hawken, 2004). Both programs rely on the use of important practices that have theoretical and empirical support for students with or at-risk of serious emotional/behavioral problems. These include: a) daily supervision, monitoring, and coaching; b) frequent feedback on academic and social performance; c) point systems based on social and academic goals; d) reinforcement for meeting criteria on the goals; e) use of a positive adult role model; and f) social skills instruction when necessary.
Design & Evaluation: The evaluation of the CCE program is being conducted in eighteen schools in three school districts, in Washington State. The eighteen schools were matched and randomly assigned to either intervention or comparison conditions. Thus, our study has nine intervention schools and nine comparison schools. Demographics for schools may be accessed by clicking the school links in the Evaluation section at our website: uwbrc.org.
            Multiple measures that fit the conceptual and measurement model were chosen for this study. All measures are administered across intervention and control schools, with the exception of the student daily performance report, fidelity measures, and social validity measures which only apply to intervention schools. For a full description of the measurement model, please click the link to Evaluation and Measurement at our website: uwbrc.org

References

Recent related publication:

Cheney, D., Flower, A., & Templeton, T. (in press). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. Journal of Special Education.

Stage, S., Cheney, D., Flower, A., Templeton, T., & Waugh, M. (in review). A Concurrent Validity Study for a Targeted Group Intervention Using an Internet-Based Daily Performance Report and Chart Review Process using Four Student Behavior Constructs: Externalizing Problem Behavior, Internalizing Problem Behavior, Social Skills, and Academic Skills. Journal of School Psychology