The purpose of the present study was to evaluate the effectiveness of Check In-Check Out (CICO) in increasing appropriate behavior and decreasing disruptive behavior of three students in south Mississippi who were referred for behavioral problems, a multiple baseline across students design was employed. Target students' levels of appropriate behavior and frequency of disruptive behavior over time were compared through evaluation of daily behavior report card (DBRC) point data and rates of office discipline referrals (ODRs). Treatment integrity was assessed. The current study serves as one of the few studies in the CICO literature to (a) implement ClCO in a high school setting, (b) examine appropriate behavior through the use of DBRC, (c) evaluate treatment integrity for all days of CICO implementation, and (d) set point goals based on baseline performance. Furthermore, challenges in implementation and possible solutions are discussed. Results suggest that CICO may be a viable intervention, resulting in increases in appropriate behavior and decreases in disruptive behaviors across all participants.
","abstract_html":"<p>The purpose of the present study was to evaluate the effectiveness of Check In-Check Out (CICO) in increasing appropriate behavior and decreasing disruptive behavior of three students in south Mississippi who were referred for behavioral problems, a multiple baseline across students design was employed. Target students' levels of appropriate behavior and frequency of disruptive behavior over time were compared through evaluation of daily behavior report card (DBRC) point data and rates of office discipline referrals (ODRs). Treatment integrity was assessed. The current study serves as one of the few studies in the CICO literature to (a) implement ClCO in a high school setting, (b) examine appropriate behavior through the use of DBRC, (c) evaluate treatment integrity for all days of CICO implementation, and (d) set point goals based on baseline performance. Furthermore, challenges in implementation and possible solutions are discussed. Results suggest that CICO may be a viable intervention, resulting in increases in appropriate behavior and decreases in disruptive behaviors across all participants.</p>","abstract_has_math":false,"creators":["Harpole, Lauren Lestremau"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Joe Olmi","Brad Dufrene","Sterett Mercer"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-12-01T08:00:00Z","date_published":"2010-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:06Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/503","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Joe Olmi","Brad Dufrene","Sterett Mercer"]},{"key":"dc:creator","label":"Author","values":["Harpole, Lauren Lestremau"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-11-14T08:00:00Z"]},{"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":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/503"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the present study was to evaluate the effectiveness of Check In-Check Out (CICO) in increasing appropriate behavior and decreasing disruptive behavior of three students in south Mississippi who were referred for behavioral problems, a multiple baseline across students design was employed. Target students' levels of appropriate behavior and frequency of disruptive behavior over time were compared through evaluation of daily behavior report card (DBRC) point data and rates of office discipline referrals (ODRs). Treatment integrity was assessed. The current study serves as one of the few studies in the CICO literature to (a) implement ClCO in a high school setting, (b) examine appropriate behavior through the use of DBRC, (c) evaluate treatment integrity for all days of CICO implementation, and (d) set point goals based on baseline performance. Furthermore, challenges in implementation and possible solutions are discussed. Results suggest that CICO may be a viable intervention, resulting in increases in appropriate behavior and decreases in disruptive behaviors across all participants.
"]},{"key":"dc:title","label":"Title","values":["Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students"]}]}],"canonical_facts":{"dc:contributor":["Joe Olmi","Brad Dufrene","Sterett Mercer"],"dc:creator":["Harpole, Lauren Lestremau"],"dc:date.available":["2018-11-14T08:00:00Z"],"dc:description.abstract":["The purpose of the present study was to evaluate the effectiveness of Check In-Check Out (CICO) in increasing appropriate behavior and decreasing disruptive behavior of three students in south Mississippi who were referred for behavioral problems, a multiple baseline across students design was employed. Target students' levels of appropriate behavior and frequency of disruptive behavior over time were compared through evaluation of daily behavior report card (DBRC) point data and rates of office discipline referrals (ODRs). Treatment integrity was assessed. The current study serves as one of the few studies in the CICO literature to (a) implement ClCO in a high school setting, (b) examine appropriate behavior through the use of DBRC, (c) evaluate treatment integrity for all days of CICO implementation, and (d) set point goals based on baseline performance. Furthermore, challenges in implementation and possible solutions are discussed. Results suggest that CICO may be a viable intervention, resulting in increases in appropriate behavior and decreases in disruptive behaviors across all participants.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/503"],"dc:title":["Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:06Z"}