Examinando adaptaciones a la intervención Check In Check Out (CICO) en contextos escolares: Una revisión sistemática
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La conducta es un aspecto importante del desarrollo de todos los organismos, ya que es un componente inherente, moldeado por la interacción con el contexto y que entrega características del actuar de los individuos. En la actualidad, en los contextos escolares, es recurrente observar que los estudiantes están presentando severas dificultades en sus conductas, por lo que se han creado e implementado una serie de programas tanto para prevenir como para apoyar los problemas conductuales y de esta forma mejorar el clima escolar y los rendimientos académicos. Uno de ellos es el conocido modelo de Intervención y Apoyo Conductual Positivo (PBIS), el cual consta de tres niveles de intervención. El propósito de este estudio fue realizar una revisión de artículos científicos que abordan las adaptaciones que se le realizan al método tradicional Check in Check out (CICO) correspondiente al nivel 2 de PBIS. Para este trabajo, el método de investigación que se ha llevado a cabo corresponde a un análisis documental de tipo revisión sistemática, con una técnica de observación, en donde se han recopilado una serie de investigaciones que muestran los tipos de adaptaciones y las áreas que éstas abordan. Los resultados indican la viabilidad de las adaptaciones a CICO tradicional y la gran utilidad que presentan éstas antes de descartar CICO y dar paso a las intervenciones de nivel 3, concluyéndose de esta forma que la intervención CICO y sus adaptaciones son una estrategia efectiva de apoyo conductual y que pueden ser implementadas en cualquier contexto escolar a nivel mundial.
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