CHECK-IN/CHECK-OUT TO INCREASE ACADEMIC ENGAGEMENT AND CLASSROOM BEHAVIOR AMONG ADOLESCENT STUDENTS IN JUVENILE DETENTION CENTERS

Abstract

The use of multi-tiered techniques can address many students’ needs (e.g., problem behaviors, academic disengagement) in schools and juvenile detention centers. Some students have serious problems that may lead to poor academic performance and prevent them from being successful in school and in life. Check-in, check-out (CICO) is an effective second-tier intervention to address problem behaviors evidenced by these students. The purpose of this experimental study was to examine the effectiveness of using the CICO intervention on the four dependent variables (i.e., problem behaviors, appropriate behaviors, academic engagement, academic disengagement) among four incarcerated students. An A-B-A-B reversal design was used to assess the effectiveness of the CICO interventions on the four dependent variables. The results of the study indicated that the intervention functionally decreased problem behaviors and academic disengagement and increased appropriate behaviors and academic engagement. Finally, limitations and implications for future research and practice are discussed.