An Evaluation of a Secondary Intervention for Reducing Problem Behaviors and Improving Academic Outcomes in Schools

Abstract

Schools today are faced with a growing number of student discipline problems and increasing rates of academic underachievement. To effectively meet the needs of all students, schools must utilize strategies and interventions that are both effective and efficient. Secondary interventions are designed to support students who are at risk for developing more severe behavior and academic problems. One secondary intervention that is supported by a growing research base is the Check-in/Check-out (CICO) program. Research has shown CICO to be most effective for students sensitive to adult attention; CICO is less effective-without modification, for students whose problem behavior is maintained by escape or avoidance from academic tasks. The present study addressed this gap in the literature by evaluating a modified version of CICO, designed as a comprehensive, targeted intervention for students exhibiting both academic and behavioral difficulties in school. This modified version of CICO, Academics and Behavior Check-in/Check-out (ABC), was specifically designed for students with organizational skill deficits that contribute to their problem behavior in school. The present study examined (1) if a functional relation exists between ABC and reductions in problem behavior, and (2) the effects of implementation of ABC on class work and homework completion and accuracy. A reversal design was used to evaluate the efficacy of ABC. Results indicated that ABC was functionally related to reductions in classroom problem behavior in all three participants. In addition, indirect measures suggested that ABC resulted in increased teacher ratings of student class work and homework completion and accuracy. Teacher ratings were generally higher for both work completion and accuracy during ABC phases when compared with baseline ratings. Practical and conceptual implications, as well as future research, will be discussed.