Check-In Check-Out as a Tier 2 Behavioral Intervention for Two First-Grade Students
Date of Award
Winter 12-19-2024
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Joshua Johnson
Keywords
CICO Behavioral Intervention
Abstract
The purpose of this project was to analyze the effectiveness of the Check-In Check-Out intervention as a Tier 2 behavioral intervention in reducing disruptive behaviors and minor aggression. Two first-grade students began receiving this intervention after being referred for minor disruptive classroom behaviors, and progress was tracked using Daily Progress Reports (DPR) rated by their classroom teacher after each transition period. Each student had the goals of remaining on-task in the classroom and maintaining a safe body. One student also had the additional goal of transitioning smoothly between classes. The point sheet data and graphs suggest that the Check-In Check-Out intervention may have helped increase on-task behavior and maintain a safe body in the classroom for the two students. However, fidelity checklists reveal issues with treatment fidelity, suggesting that other factors besides the intervention may have contributed to the observed outcomes for the two students.
Recommended Citation
Lodwick, Kierra, "Check-In Check-Out as a Tier 2 Behavioral Intervention for Two First-Grade Students" (2024). Dissertations, Theses, and Projects. 986.
https://red.mnstate.edu/thesis/986