Effects of a Tier 2 Intervention on Classroom Disruptive Behavior and Academic Engagement

Abstract

As multi-tiered systems of support for social behavior problems are increasingly utilized in schools settings, school personnel are often in need of effective and efficient Tier 2 interventions. Although Check-in/Check-out (CICO) is a promising intervention, more robust experimental demonstrations are needed to provide evidence confirming its effectiveness when implemented by school practitioners. Using an ABAB single subject design, this study examined the effects of CICO on disruptive behavior and academic engagement of three typically developing elementary school boys who were considered at-risk for escalating problem behavior. CICO was used as part of an ongoing School-wide Positive Behavioral Interventions and Supports program. It was implemented by two classroom teachers and the school counselor, who served as the CICO coordinator. Results indicated that for all three participants, disruptive behavior decreased from baseline levels during intervention phases. Academic engagement increased during CICO phases for two of the three participants. Findings, limitations, and implications for future research and practice are discussed.