Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Henington, Carlen

Committee Member

McCleon, Tawny E.

Committee Member

Reisener, Carmen D.

Committee Member

Hall, Kinberly Renee

Date of Degree

8-15-2014

Document Type

Dissertation - Open Access

Major

Educational Psychology

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Counseling, Educational Psychology and Foundations

Abstract

The purpose of the study is to evaluate if the effectiveness of a check-in, check-out (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.

URI

https://hdl.handle.net/11668/20968

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