The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students
Document Type
Article
Publication Date
1-1-2015
School
Psychology
Abstract
This study evaluated the effectiveness of Check-in/Check-out (CICO) for improving behavioral performance for three students referred for Tier 2 behavioral supports. An ABAB withdrawal design was used to evaluate CICO and results indicate that intervention was effective for reducing problem behavior as well as increasing academic engagement for all students as evidenced by direct observation of students’ behavior. Following effective implementation of CICO, a fading process was introduced that included use of Mystery Motivator (MM). Results indicate that MM successfully maintained behavioral performance for two of the three students. In addition, for one student, intervention was further faded such that self-monitoring replaced teacher ratings and feedback for behavior. Results are discussed in terms of CICO research and practice.
Publication Title
Journal of Positive Behavior Interventions
Volume
17
Issue
1
First Page
28
Last Page
38
Recommended Citation
Miller, L.,
Dufrene, B.,
Sterling, H.,
Olmi, D.,
Bachmayer, E.
(2015). The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students. Journal of Positive Behavior Interventions, 17(1), 28-38.
Available at: https://aquila.usm.edu/fac_pubs/18745