Johnson, Isaphine2016-03-092016-03-092011-05http://hdl.handle.net/11603/2486To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.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.35 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)Classroom environment -- ResearchClassroom management -- ResearchMonitorial system of educationText