Check-In, Check-Out as a Tier 2 Behavioral Intervention: Examining Effects on Academic Engagement and Work Completion in a First-Grade Student
Date of Award
Winter 12-17-2025
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Joshua D. Johnson
Keywords
Visual timer, disruptive behavior, problem behavior, misbehavior, task initiation, Check-In Check-Out
Abstract
Abstract
The focus of this project was to examine the effectiveness of the Check-In Check-Out, intervention as a Tier 2 behavioral intervention in reducing disruptive behavior. A first-grade student was referred by his teacher for intervention after having been reported to engage in disruptive classroom behavior that interfered with rates of work completion and academic engagement. This referral prompted the implementation of the Check-In, Check-Out intervention. The student’s academic engagement and work completion was tracked using teacher rated Daily Progress Reports (DPR) following each class period. The data collected, as represented by graphs, suggest that the Check-In, Check-Out intervention may have contributed towards an increase in student academic engagement and work completion. However, anecdotal comments revealed incongruencies between the percentage of student work completed and teacher ratings of work completion, suggesting that the amount of work completed or time spent academically engaged may have been higher than indicated on some Daily Progress Reports.
Recommended Citation
Johnson, Kayla J., "Check-In, Check-Out as a Tier 2 Behavioral Intervention: Examining Effects on Academic Engagement and Work Completion in a First-Grade Student" (2025). Dissertations, Theses, and Projects. 1071.
https://red.mnstate.edu/thesis/1071