The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2011

Author dc:creator

• Miller, Leila Mullooly

Contributors dc:contributor

• Brad A. Dufrene
• Joe Olmi
• Heather E. Sterling

• Child Psychology
• Counseling Psychology
• Developmental Psychology
• Educational Psychology
• Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/229

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1262