Program Description

"A modification of check-in/check-out for students who engage in problem behaviors maintained by escape or avoidance from academic activities tasks, or assignments."

Cost

No Cost

Intended Population

• Intervention

Grade

• Elementary School

Intended Group Size

• Individual

ELL/DLL

• Unspecified

Multisensory Applications

• Unspecified

Computer-Based Delivery

• None

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Literature review revealed that most participants experienced a reduction in problem behavior and increased task completion. One study documented maintenance of positive effects and positive qualitative effects (e.g. increased self-esteem and motivation). One doctoral dissertation found that there were indiscernible differences between the implementation of CICO and BrB. No other peer-reviewed research was found. Consequently, there is insufficient evidence to support this program's efficacy at this time.

Study Citations

Boyd, R., & Anderson, C. (2013). Breaks are Better: A tier II social behavior intervention. Journal of Behavioral Education, 22(4), 348-365. doi: 10.1007/s 10864-0 13-9 184-2.

Evans, K. Breaks are Better: Guide to Improving Off-Task Behavior and Task Completion for Students who Engage in Escape-Maintained Behavior (Unpublished doctoral dissertation). Texas Christian University.

Majeika, C. E., (2019) Are Breaks Better? A Direct Comparison of the Breaks are Better Program to Standard Protocol Check-in Check-out. [unpublished doctoral dissertation]. Vanderbilt University. http://hdl.handle.net/1803/13288

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://tennesseebsp.org/wp-content/uploads/2020/01/Breaks-are-Better-Brief.pdf