Date of Award

Summer 8-2012

Degree Type


Degree Name

Doctor of Philosophy (PhD)



Committee Chair

Joe Olmi

Committee Chair Department


Committee Member 2

Brad Dufrene

Committee Member 2 Department


Committee Member 3

Michael Mong

Committee Member 3 Department


Committee Member 4

Sterett Mercer

Committee Member 4 Department



The purpose of the present study was to compare the effectiveness of two methods of criterion-setting, performance-based or pre-set conventional, as evidenced by improvements in children’s behavior. Participant behavior was evaluated through teacher reports of appropriate behavior and observed academically engaged behavior as well as decreases in problem behavior and disruptive behavior. Eight elementary school students in a Southeastern town referred for exhibiting behavior problems served as participants in addition to their teachers. The effects of the different methods of criterion setting on the dependent variables were evaluated. Teacher ratings of appropriate behavior were assessed through evaluation of Daily Behavior Report Card (DBRC) point data. Direct observations were conducted to determine target students’ and control peers’ levels of observed appropriate behavior and problem behavior. Disruptive behavior was evaluated as the frequency of office discipline referrals (ODRs). Treatment integrity was assessed through direct observations as well as a review of permanent products. Acceptability was assessed for adult and child participants. The current study serves as one of the few studies in the Check In-Check Out (CICO) literature to (a) examine various methods of criterion setting, specifically Performance-Based methodology; (b) present teacher ratings of appropriate behavior through use of DBRCs; (c) conduct direct observations of target students and control peers’ appropriate behavior; and (d) evaluate treatment integrity for all days of CICO implementation with supplementary direct observations of treatment integrity. Results suggest that CICO was effective in improving participant behavior without providing evidence of the superiority of either method of criterion setting.