Effects of Check-in/Check-out with and without access to feedback from a daily behavior report card on the levels of appropriate behavior in secondary school students
Check-in/Check-out (CICO) is a Tier 2 behavioral intervention typically used in combination with a Daily Behavior Report Card (DBRC) to provide systematic feedback about a student's behavior at the beginning and end of each school day. The purpose of the present study was to evaluate the effectiveness of CICO with and without feedback on a DBRC for increasing appropriate behavior and decreasing disruptive behavior in students presenting with behavioral concerns in the classroom. Using a multiple baseline, counterbalanced across participants, the intervention was implemented with four secondary students considered to be at-risk for developing more significant problem behaviors. Prior to treatment implementation, the Functional Assessment Informant Record - Teacher form (FAIR-T) was completed with all teachers as a brief measure to aide in developing hypotheses regarding the function of problem behaviors for each student. Appropriate behavior was analyzed through collection of permanent product data (i.e., points earned on the DBRC) and direct classroom observations using a multi-probe design coded for appropriately engaged behavior (AEB). Levels of disruptive behavior were also analyzed using the number of office discipline referrals (ODRs) per week for each student. Treatment integrity and acceptability were measured using a treatment integrity checklist and a modification of the Intervention Rating Profile - 15 (IRP-15). Results indicated that both forms of CICO resulted in substantial increases in percent of points earned on the DBRC and higher levels of AEB. Use of DBRC data to inform decision-making, relationship between function of behavior and intervention effectiveness, and efficiency of implementation are discussed. Additionally, limitations and suggestions for future research are reviewed.