Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Catia Cividini-Motta, Ph.D., BCBA-D
Kwang-Sun Blair, Ph.D., BCBA-D
Kimberly Crosland, Ph.D., BCBA-D
Academic Engagement, Disruptive behavior, Positive Behavior Supports, Tier II Support
The purpose of this paper was to review and synthesize the literature on both the bedtime pass (BPP) and the class pass intervention (CPI), a school-based intervention derived from the bedtime pass. Specifically, the objective of this paper was to discuss variations in the implementation of the class pass and bedtime pass that may impact the effectiveness of this intervention. A total of 11 articles, seven articles on CPI and four articles on BPP, were identified for this review through a search on EBSCO database and Google Scholar search engine. The articles identified were summarized in regard to the participant’s characteristics, functional behavior assessment, procedures employed, intervention variations, and outcomes. Results indicate BPP was effective in decreasing bedtime resistant behaviors such as crying and leaving the room, co-sleeping, and time to quiet after bedtime for all participants and that CPI was effective in decreasing disruptive behaviors and increasing academic engagement of 95% participants. Suggestions for future research and implementation of these procedures are provided.
Scholar Commons Citation
Dorno, Peigelyn A., "A Review of the Class Pass Intervention: A Derivative of Bedtime Pass" (2021). USF Tampa Graduate Theses and Dissertations.