Burton, Ashley2020-05-112020-05-112020-05-10http://hdl.handle.net/11603/18541The purpose of this action research was to determine the impact of the check in-check out behavior intervention on the number of times a student is removed from the classroom due to disruptive behavior. The first approach showed individual students' changes during the three-week period. The second approach used a t-test analysis to determine if there was a significant decrease in student removal from week 1 to week 3. The null hypothesis was that there would be no significant decrease in the amount of times a student on the check in-check out behavior intervention is removed from the classroom. The data showed there were some changes over the three-week period regarding the decrease and/or increase of students being removed from the classroom. Overall, the comparison was not significant enough, there was no significant decrease in student removal over the three-week period when students participated in the check in-check out intervention.28 pagesen-USThis work 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.Attribution-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nd/3.0/us/Education -- Research papers (Graduate).Text