Date of Award
Fall 12-2011
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Committee Chair
Brad A. Dufrene
Committee Chair Department
Psychology
Committee Member 2
Joe Olmi
Committee Member 2 Department
Psychology
Committee Member 3
Heather E. Sterling
Committee Member 3 Department
Psychology
Abstract
Previous studies have largely evaluated the effects of check in/ check out (CICO) using office discipline referrals (ODRs). However, ODRs are not always reliable measures of student behavior, and direct observation is known to be an accurate tool for behavioral measurement. Due to this, the current study used direct observations to evaluate the effects of CICO on levels of problem behavior and academic engagement for a group of elementary school students. One second, one fourth, and one sixth grade student served as participants. Results indicate CICO is effective in decreasing problem behavior and increasing academic engagement. Data from teacher ratings of appropriate behavior and direct observations of academic engagement were analyzed using a Spearman’s rank correlation. A moderate correlation between teacher ratings and direct observation was found, indicating teacher ratings may be a reliable indicator of student academic engagement.
Doctoral dissertation: http://aquila.usm.edu/dissertations/155/
Copyright
2011, Leila Mullooly Miller
Recommended Citation
Miller, Leila Mullooly, "The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students" (2011). Master's Theses. 229.
https://aquila.usm.edu/masters_theses/229
Included in
Child Psychology Commons, Counseling Psychology Commons, Developmental Psychology Commons, Educational Psychology Commons