The Effect of the Check-In, Check-Out System On Student Disruptions in the Classroom Setting
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2011-05
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Masters of Education
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Abstract
The purpose of this study was to evaluate whether the check-in, check-out component of the Positive Behavioral Interventions and Supports (PBIS) program was effective in reducing student disciplinary disruptions in the classroom setting. The PBIS program is a proactive, systems-level approach that enables schools to effectively and efficiently support student behavior and achievement through positive reinforcement measures. This study used the causal comparative research design, focused on a single group, pre-test/post-test method. Data analysis for the study utilized the school-wide information system (SWIS) to retrieve and compare major school referrals for the 2009-2010 and 2010-2011 school years. The results from the study partially supported the null hypothesis. The data revealed that the check-in, check-out system was influential in reducing disruption in the primary grades; the check-in, check-out system did not have that effect with the intermediate students.