An investigation of the efficacy of check in/check out as an intervention for students with disabilities in virtual school
Addressing the needs of all students with behavioral problems is important, as research and legislation prioritize the implementation of school-wide positive behavioral interventions and supports (SWPBIS) in school settings. The Individuals with Disabilities Education Improvement Act (IDEIA) specifically includes a provision to consider behavior supports in educational planning for students with disabilities (IDEIA, 2004; National Education Association, 2014). With the rising growth of virtual schools, educators must find ways to provide behavior supports to students with disabilities in the virtual school environment as IDEIA requires. This study is a single case multiple baseline study investigating the effects of Check In/Check Out (CICO), on student on-task behavior in a full-time virtual K-12 school in Texas. CICO is a multi-step process to decrease problem behaviors by increasing both adult interaction and positive reinforcement contingent upon appropriate behaviors for students (Campbell & Anderson, 2011; Simonsen, Myers, & Briere, 2011). Four secondary students enrolled in a full-time virtual school with disabilities participated in this study. Results of this study suggest that implementation of CICO with three out of the four participants resulted in improvements in on-task behavior. Additionally, CICO was implemented with high fidelity and was rated favorably by stakeholders.