The Use of Check-In and Check-Out to Improve Behaviors in a Second Grade Student

Date of Award

Spring 5-13-2022

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Lisa Stewart


This project explored the effect of a behavior intervention to reduce problematic behavior in a second-grade student. Proper behavior in the academic setting increases the chances of a better learning environment for all children. Individuals who show disruptive behaviors tend to distract themselves and their peers from learning effectively. Several interventions exist to reduce problem behaviors while teaching proper and expected behaviors. A behavior intervention Check-In Check-Out (CICO) was implemented with a student who was experiencing difficulties with their behavior during class resulting in the disruption of teaching. Teacher ratings of disruptive classroom behavior indicated that Check-In Check-Out was successful in improving the student’s behavior. However, interpretation of results is difficult to due to inconsistent treatment integrity. Implications for future research include using evidence-based interventions for teaching expected behaviors in an academic setting as well as the importance of treatment integrity.

Abstract only: No full text available.