Date of Award
Summer 8-2013
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Committee Chair
Brad Dufrene
Committee Chair Department
Psychology
Committee Member 2
Daniel Tingstrom
Committee Member 2 Department
Psychology
Committee Member 3
Joe Olmi
Committee Member 3 Department
Psychology
Committee Member 4
Hollie Filce
Committee Member 4 Department
Curriculum, Instruction, and Special Education
Abstract
Though preliminary research indicates Check-In/Check-Out (CICO) is an effective intervention for improving problematic behavior in a variety of populations, the literature is limited in several ways. Several studies have relied on indirect measures of behavior, such as office discipline referrals (ODRs) and teacher ratings, to determine the effectiveness of CICO. However, indirect measures are not always reliable indicators of student behavior change, whereas direct observation is known to be an accurate tool for behavioral measurement. Therefore, the current study evaluated the effects of CICO on levels of problem behavior and academic engagement for a group of four elementary school students as measured by direct observation. Following successful implementation of CICO, a self-monitoring procedure was used to fade teacher feedback. Results indicated CICO is effective in decreasing problem behavior and increasing academic engagement. Moreover, self-monitoring was found to effectively maintain low levels of problem behavior across participants. A Spearman’s rank correlation was used to analyze convergence between teacher ratings and direct observation data. A strong correlation between teacher ratings and direct observation was found, indicating teacher ratings may be a reliable indicator of student academic engagement.
Masters thesis: http://aquila.usm.edu/masters_theses/229/
Copyright
2013, Leila Mullooly Miller
Recommended Citation
Miller, Leila Mullooly, "Effects of Check In/Checkout with a Fading Procedure on the Academic Engagement and Problem Behavior of Elementary School Students" (2013). Dissertations. 155.
https://aquila.usm.edu/dissertations/155
Included in
Other Education Commons, School Psychology Commons, Student Counseling and Personnel Services Commons