Self-monitoring as a viable fading option in check-in/check-out

Area of Science:

• Educational Psychology
• Behavioral Interventions
• Classroom Management

Background:

• Check-in/check-out (CICO) is a common intervention within School-Wide Positive Behavior Interventions and Supports (SWPBIS).
• Teacher completion of Daily Behavior Report Cards (DBRCs) is a key component of CICO.
• Exploring efficient and effective modifications to CICO is crucial for widespread implementation.

Purpose of the Study:

• To investigate the effectiveness of replacing teacher-completed DBRCs and feedback with student self-monitoring within the CICO framework.
• To determine if behavioral gains achieved through traditional CICO can be maintained with a self-monitoring component.
• To evaluate the impact of this modification on academic engagement and disruptive behavior.

Main Methods:

• Utilized an ABAB withdrawal design to assess the impact of CICO.
• Implemented CICO with teacher-completed DBRCs for four elementary students receiving Tier 2 behavioral support.
• Systematically replaced teacher DBRC completion and feedback with student self-monitoring following the second intervention phase.

Main Results:

• Check-in/check-out (CICO) intervention was associated with increased academic engagement across all participants.
• Disruptive behavior decreased significantly for all four students during CICO phases.
• Behavioral improvements were sustained when the DBRC component was transitioned to student self-monitoring.

Conclusions:

• Student self-monitoring can be a viable and effective replacement for teacher-completed DBRCs in CICO.
• Modifying CICO to include self-monitoring may enhance intervention efficiency without compromising student behavioral outcomes.
• Findings support the integration of self-monitoring strategies within existing behavioral support systems like SWPBIS.