Graduation Year

2025

Document Type

Thesis

Degree

M.S.

Degree Name

Master of Science (M.S.)

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Cho Blair, Ph.D., BCBA-D

Committee Member

Catia Cividini-Motta, Ph.D, BCBA-D

Committee Member

Aimee Hackney, Ph.D.

Keywords

Check-In/Check-Out, Tier 2, School-Based Intervention, Emotional and Behavioral Disorders, Classroom Behavior

Abstract

Children with emotional and behavioral disorders (EBD) often display disruptive behavior that can hinder their learning and negatively affect the classroom environment. Check-in/Check-Out (CICO) is a Tier-2, evidence-based intervention designed to support children who have difficulty engaging in classroom activities and are at-risk of developing more severe challenging behavior. The primary goal of the intervention is to prevent the escalation of these behaviors and reduce the need for more intensive individualized interventions. However, limited research exists on the effectiveness of CICO for children with emotional and behavioral disorders (EBD). This study examined the effects of CICO on improving on-task behavior in three students, aged 8 to 10 years, receiving specialized education services under the category of emotional disturbance in a public special education school. The study used a multiple-baseline across children design, and data on on-task behavior was collected during academic activities to examine the impact of the CICO intervention. Teachers and parents contributed by completing daily progress report cards or reviewing the report cards to promote home-school collaborations during the implementation. The findings indicated that the CICO intervention, with an embedded trauma-informed approach led to an increased on-task behavior for all three students. Teachers reported improved behavioral ratings during the selected classroom learning activities. Overall, students, teachers, and parents reported high acceptability of the CICO intervention.

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