The purpose was to investigate the additive effects of Social Skills Training (SST) to Check-in/Check-out (CICO) on academic engagement of students. Participants were 3 elementary students who exhibited disruptive behavior who were nominated by teachers. The two dependent variables were the level of Appropriately Engaged Behavior (AEB) of the student as well as the student's behavior ratings indicated by teacher responses on the Daily Behavior Report Card (DBRC) with and without SST. A noncurrent multiple baseline across students design was used to examine both dependent variables. Goldstein and McGinnis' program, Skillstreaming the Elementary School Child, was used during SST. The current study assessed whether the combination of CICO and SST was more effective than CICO in increasing AEB. All three students demonstrated increases in AEB during CICO. However, when CICO/SST was implemented, all three students did not demonstrate additional increases in AEB compared to CICO. In addition, all three students' teacher-rated performance on the DBRC remained variable during intervention phases. Teachers found both Tier 2 interventions as acceptable; however, the majority of teachers indicated that both interventions did not positively affect students ' classroom behavior. Theses results support the use of CICO in elementary school students.
","abstract_html":"<p>The purpose was to investigate the additive effects of Social Skills Training (SST) to Check-in/Check-out (CICO) on academic engagement of students. Participants were 3 elementary students who exhibited disruptive behavior who were nominated by teachers. The two dependent variables were the level of Appropriately Engaged Behavior (AEB) of the student as well as the student's behavior ratings indicated by teacher responses on the Daily Behavior Report Card (DBRC) with and without SST. A noncurrent multiple baseline across students design was used to examine both dependent variables. Goldstein and McGinnis' program, Skillstreaming the Elementary School Child, was used during SST. The current study assessed whether the combination of CICO and SST was more effective than CICO in increasing AEB. All three students demonstrated increases in AEB during CICO. However, when CICO/SST was implemented, all three students did not demonstrate additional increases in AEB compared to CICO. In addition, all three students' teacher-rated performance on the DBRC remained variable during intervention phases. Teachers found both Tier 2 interventions as acceptable; however, the majority of teachers indicated that both interventions did not positively affect students ' classroom behavior. Theses results support the use of CICO in elementary school students.</p>","abstract_has_math":false,"creators":["Maldonado, Aimee"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Joe Olmi","Daniel Tingstrom","Brad Dufrene"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-12-01T08:00:00Z","date_published":"2012-12-01T08:00:00Z","updated_at":"2026-07-24T05:44:58Z","subjects":["Psychology","School Psychology","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/414","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joe Olmi","Daniel Tingstrom","Brad Dufrene"]},{"key":"dc:creator","label":"Author","values":["Maldonado, Aimee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-10-29T07:00:00Z"]},{"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":["Psychology","School Psychology","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/414"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose was to investigate the additive effects of Social Skills Training (SST) to Check-in/Check-out (CICO) on academic engagement of students. Participants were 3 elementary students who exhibited disruptive behavior who were nominated by teachers. The two dependent variables were the level of Appropriately Engaged Behavior (AEB) of the student as well as the student's behavior ratings indicated by teacher responses on the Daily Behavior Report Card (DBRC) with and without SST. A noncurrent multiple baseline across students design was used to examine both dependent variables. Goldstein and McGinnis' program, Skillstreaming the Elementary School Child, was used during SST. The current study assessed whether the combination of CICO and SST was more effective than CICO in increasing AEB. All three students demonstrated increases in AEB during CICO. However, when CICO/SST was implemented, all three students did not demonstrate additional increases in AEB compared to CICO. In addition, all three students' teacher-rated performance on the DBRC remained variable during intervention phases. Teachers found both Tier 2 interventions as acceptable; however, the majority of teachers indicated that both interventions did not positively affect students ' classroom behavior. Theses results support the use of CICO in elementary school students.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior"]}]}],"canonical_facts":{"dc:contributor":["Joe Olmi","Daniel Tingstrom","Brad Dufrene"],"dc:creator":["Maldonado, Aimee"],"dc:date.available":["2018-10-29T07:00:00Z"],"dc:description.abstract":["The purpose was to investigate the additive effects of Social Skills Training (SST) to Check-in/Check-out (CICO) on academic engagement of students. Participants were 3 elementary students who exhibited disruptive behavior who were nominated by teachers. The two dependent variables were the level of Appropriately Engaged Behavior (AEB) of the student as well as the student's behavior ratings indicated by teacher responses on the Daily Behavior Report Card (DBRC) with and without SST. A noncurrent multiple baseline across students design was used to examine both dependent variables. Goldstein and McGinnis' program, Skillstreaming the Elementary School Child, was used during SST. The current study assessed whether the combination of CICO and SST was more effective than CICO in increasing AEB. All three students demonstrated increases in AEB during CICO. However, when CICO/SST was implemented, all three students did not demonstrate additional increases in AEB compared to CICO. In addition, all three students' teacher-rated performance on the DBRC remained variable during intervention phases. Teachers found both Tier 2 interventions as acceptable; however, the majority of teachers indicated that both interventions did not positively affect students ' classroom behavior. Theses results support the use of CICO in elementary school students.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/414"],"dc:subject":["Psychology","School Psychology","Social and Behavioral Sciences"],"dc:title":["The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:44:58Z"}