Evaluation of Critical Components in the Check-In/Check-Out Intervention

Abstract

Literature has emphasized a need to improve the efficient and effective allocation of school resources (e.g. Scott, Rosenberg & Borgmeier 2010; Sugai et al., 2000; Sugai & Horner, 2009). Despite an emphasis on schoolwide and individualized behavior management practices, less is known about the utilization of Tier 2, or targeted, supports. Check-in/Check-out (CICO) is one of the most commonly utilized and well-established Tier 2 interventions (OSEP PBIS; 2007). Specifically, CICO is effective in reducing problem behavior when it contains check-in, in-class feedback, check-out, and a take-home component (e.g. Campbell & Anderson, 2011; Crone et al., 2010). Evaluation of CICO is necessary to address the concerns of educators and their ability to implement adequate prevention and intervention services for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of feedback necessary to reduce student problem behavior and increase appropriate behaviors for three 5th grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of check-in and check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.