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A Comparison of Breaks Are Better to Check-In Check-Out - Abstract and Study Overview","","Identification and validation of effective Tier 2 interventions that address diverse student-level factors is essential for sustaining positive behavior interventions and supports (PBIS). In Check-in Check-out (CICO), behavior function influences outcomes, particularly for students whose problem behavior is maintained by escape from tasks. Breaks are Better (BrB) modifies CICO by adding a structured break-taking system. This study compares CICO and BrB using a multitreatment design across five elementary students and reports mixed behavioral and engagement results, alongside consistent preference ratings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/are-breaks-better-a-comparison-of-breaks-are-better-to-check-in-check-out-abstract-and-study-overview/595080/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/are-breaks-better-a-comparison-of-breaks-are-better-to-check-in-check-out-abstract-and-study-overview/595080.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of comparing CICO and BrB?","Question",{"text":112,"@type":113},"The study compares the effectiveness of Check-in Check-out (CICO) versus Breaks are Better (BrB) by measuring problem behavior and academic engagement for students whose problem behavior is maintained by escape.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does BrB differ from CICO?",{"text":117,"@type":113},"BrB is a modified version of CICO that includes an additional system for taking breaks.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is function of behavior important when selecting Tier 2 interventions?",{"text":121,"@type":113},"CICO may not work for all students, and mismatches between CICO and the function of problem behavior can contribute to nonresponse. Functional behavioral assessment (FBA) helps identify that function.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595080,1792144966,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out  \nCaitlyn E. Majeika, PhD 1, Joseph H. Wehby, PhD2, and Eleanor M. Hancock, MEd2  \nBehavioral Disorders 2022, Vol. 47(2) 118–133  \n© Hammill Institute on Disabilities 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429211001816](DOI: 10.1177/01987429211001816)[ ](DOI: 10.1177/01987429211001816)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nAbstract  \nIdentification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.  \nKeywords  \nbehavioral, interventions, positive behavioral intervention and supports, multitiered systems of support  \nStudents who engage in higher than average rates of problem behavior are viewed as at risk for developing emotional and behavioral disorders (EBD) . Risk is often determined by criteria set by schools and may include data from universal screeners or behavior referral data. Without intervention, this population of students is likely to have some of the poorest outcomes ofall students due to abundant academic, behavioral, and social risk factors (Algozzine et al., 2011; Lane et al., 2008; McIntosh, Flannery, et al., 2008; Morgan et al., 2008; Reid et al., 2004; Wagner et al., 2005) . While acomorbidity of risk factors can negatively impact classroom experience (Nelson & Roberts, 2000; Scott et al., 2011), teachers can implement behavioral supports to increase students’prosocial behavior and school engagement.  \nTier 2 Behavior Supports  \nPositive Behavior Interventions and Supports (PBIS) is a framework that includes a continuum of behavior support ranging from universal Tier 1 programs to highly individualized Tier 3 supports (Sugai & Horner, 2002) . Tier 2 isan intermediate level, providing targeted, yet efficient, interventions for students who are at risk for developing long-term behavior or emotional problems. These targeted  \ninterventions include explicit instruction in behavioral skills, frequent feedback, progress monitoring, and parent communication (Anderson & Borgmeier, 2010) . Tier 2 is touted as efficient because many programs are packagedas a standard protocol that can be applied in a similar fashion across many students (Anderson & Borgmeier, 2010) . Schools are encouraged to assess student-level variablesand use these data to match students with an appropriate Tier 2 program aligned with their needs. Examples of student-level variables include preference, function of behavior, and topography of behavior (Majeika, Bruhn, et al., 2020) . While many Tier 2 standard protocols exist (e.g., social skills and coping power), Check-in Check-out (CICO; Crone et al., 2010) is a commonly researched and implemented program for students who engage in problem behavior in the cla","cbCaiaPVo82h4giI","https://ap.wps.com/l/cbCaiaPVo82h4giI","pdf",777968,16,"English","# Abstract\n## Purpose and design\n## Key findings and implications\n# Tier 2 Behavior Supports\n## PBIS framework and targeted interventions\n## Student-level variables and CICO as an example\n# Check-in Check-out (CICO)\n## Daily cycle components\n## Evidence and limitations\n# Functional Behavioral Assessment (FBA)\n## Types of assessments along a precision continuum","[{\"question\":\"What is the main purpose of comparing CICO and BrB?\",\"answer\":\"The study compares the effectiveness of Check-in Check-out (CICO) versus Breaks are Better (BrB) by measuring problem behavior and academic engagement for students whose problem behavior is maintained by escape.\"},{\"question\":\"How does BrB differ from CICO?\",\"answer\":\"BrB is a modified version of CICO that includes an additional system for taking breaks.\"},{\"question\":\"Why is function of behavior important when selecting Tier 2 interventions?\",\"answer\":\"CICO may not work for all students, and mismatches between CICO and the function of problem behavior can contribute to nonresponse. Functional behavioral assessment (FBA) helps identify that function.\"}]","Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out - Abstract and Study Overview | PDF",1792080403]