Previous studies have largely evaluated the effects of check in/ check out (CICO) using office discipline referrals (ODRs). However, ODRs are not always reliable measures of student behavior, and direct observation is known to be an accurate tool for behavioral measurement. Due to this, the current study used direct observations to evaluate the effects of CICO on levels of problem behavior and academic engagement for a group of elementary school students. One second, one fourth, and one sixth grade student served as participants. Results indicate CICO is effective in decreasing problem behavior and increasing academic engagement. Data from teacher ratings of appropriate behavior and direct observations of academic engagement were analyzed using a Spearman’s rank correlation. A moderate correlation between teacher ratings and direct observation was found, indicating teacher ratings may be a reliable indicator of student academic engagement.
Doctoral dissertation: http://aquila.usm.edu/dissertations/155/
","abstract_html":"<p>Previous studies have largely evaluated the effects of check in/ check out (CICO) using office discipline referrals (ODRs). However, ODRs are not always reliable measures of student behavior, and direct observation is known to be an accurate tool for behavioral measurement. Due to this, the current study used direct observations to evaluate the effects of CICO on levels of problem behavior and academic engagement for a group of elementary school students. One second, one fourth, and one sixth grade student served as participants. Results indicate CICO is effective in decreasing problem behavior and increasing academic engagement. Data from teacher ratings of appropriate behavior and direct observations of academic engagement were analyzed using a Spearman’s rank correlation. A moderate correlation between teacher ratings and direct observation was found, indicating teacher ratings may be a reliable indicator of student academic engagement.</p> <p>Doctoral dissertation: <a href="http://aquila.usm.edu/dissertations/155/">http://aquila.usm.edu/dissertations/155/</a></p>","abstract_has_math":false,"creators":["Miller, Leila Mullooly"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Brad A. Dufrene","Joe Olmi","Heather E. Sterling"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-12-01T08:00:00Z","date_published":"2011-12-01T08:00:00Z","updated_at":"2026-07-24T05:44:41Z","subjects":["Child Psychology","Counseling Psychology","Developmental Psychology","Educational Psychology","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/229","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brad A. Dufrene","Joe Olmi","Heather E. Sterling"]},{"key":"dc:creator","label":"Author","values":["Miller, Leila Mullooly"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-08-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Child Psychology","Counseling Psychology","Developmental Psychology","Educational Psychology","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/229"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Previous studies have largely evaluated the effects of check in/ check out (CICO) using office discipline referrals (ODRs). However, ODRs are not always reliable measures of student behavior, and direct observation is known to be an accurate tool for behavioral measurement. Due to this, the current study used direct observations to evaluate the effects of CICO on levels of problem behavior and academic engagement for a group of elementary school students. One second, one fourth, and one sixth grade student served as participants. Results indicate CICO is effective in decreasing problem behavior and increasing academic engagement. Data from teacher ratings of appropriate behavior and direct observations of academic engagement were analyzed using a Spearman’s rank correlation. A moderate correlation between teacher ratings and direct observation was found, indicating teacher ratings may be a reliable indicator of student academic engagement.
Doctoral dissertation: http://aquila.usm.edu/dissertations/155/
"]},{"key":"dc:title","label":"Title","values":["The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students"]}]}],"canonical_facts":{"dc:contributor":["Brad A. Dufrene","Joe Olmi","Heather E. Sterling"],"dc:creator":["Miller, Leila Mullooly"],"dc:date.available":["2016-08-15T07:00:00Z"],"dc:description.abstract":["Previous studies have largely evaluated the effects of check in/ check out (CICO) using office discipline referrals (ODRs). However, ODRs are not always reliable measures of student behavior, and direct observation is known to be an accurate tool for behavioral measurement. Due to this, the current study used direct observations to evaluate the effects of CICO on levels of problem behavior and academic engagement for a group of elementary school students. One second, one fourth, and one sixth grade student served as participants. Results indicate CICO is effective in decreasing problem behavior and increasing academic engagement. Data from teacher ratings of appropriate behavior and direct observations of academic engagement were analyzed using a Spearman’s rank correlation. A moderate correlation between teacher ratings and direct observation was found, indicating teacher ratings may be a reliable indicator of student academic engagement.
Doctoral dissertation: http://aquila.usm.edu/dissertations/155/
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