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Dissertation/Thesis Abstract

An evaluation of the relationship between function of behavior and a modified check-in, check-out intervention using a daily behavior report card
by Klein, Christopher John, Ph.D., Mississippi State University, 2014, 202; 3631808
Abstract (Summary)

The purpose of the study is to evaluate if the effectiveness of a check-in, checkout (CICO) intervention varies based on the function maintaining students' target behaviors as determined by functional analyses prior to the implementation of the intervention. Participants in the study consisted of 6 children enrolled in general education Kindergarten classes across 6 teachers in the Southeastern United States. Upon completion of a functional analysis, participants were determined to fit into functional groups (i.e., combined attention and escape, attention, and escape), then a modified between groups design with a component of a multiple-baseline across participants design was completed. Overall, the current study found that the CICO intervention increased desired behavior as measured by points earned on the daily behavior report card ratings across baseline to intervention phases. All functional groups displayed an increase in average points earned from baseline phase across intervention phases. The results of the current study have implications within the educational systems for selecting interventions within the response to intervention framework, utilizing functional analysis for the CICO intervention, and acceptability of evidence based interventions. Limitations and recommendations for future research are presented.

Indexing (document details)
Advisor: McCleon, Tawny E., Henington, Carlen
Commitee: Hall, Kimberly R., Reisener, Carmen D.
School: Mississippi State University
Department: Education
School Location: United States -- Mississippi
Source: DAI-A 75/12(E), Dissertation Abstracts International
Subjects: Behavioral psychology, Early childhood education, Educational psychology, Clinical psychology
Keywords: Check-in, Check-out, Daily behavior report cards, Functional assessment, School psychology
Publication Number: 3631808
ISBN: 978-1-321-10779-1
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