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A Daily Check-In/Check-Out Intervention for Students with Internalizing Concerns

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Abstract

This study investigated the impact of a self-management intervention, known as “Check-in/Check-out” (CICO) on academic engaged time and internalizing problems of three elementary-level students identified with risk for internalizing behavior problems. A multiple baseline across three students’ research design was used to examine effects of CICO on student academic engagement. Classroom teacher ratings of student anxiety, depression, somatic complaints and overall internalizing problems were collected pre- and post-intervention. Participant perceptions of the intervention when applied to students with internalizing concerns were also gathered. Visual analysis of direct observation data and single-case effect size estimates indicated positive effect for one student, questionable effect for a second student, and limited effect on academic engaged time for the third student. Post-intervention teacher ratings of student behavior showed decreases in several problem areas including anxiety, depression, and overall internalizing problems. Finally, student and parent participants generally viewed the intervention favorably and school personnel were able to implement a majority of intervention components with fidelity. Implications for practice and future research are discussed.

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  1. Each of the three authors contributed equally to this study.

Authors and Affiliations

  1. Department of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211, USA

    Barbara S. Mitchell, Timothy J. Lewis & Melissa Stormont

Authors
  1. Barbara S. Mitchell
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  2. Timothy J. Lewis
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Correspondence to Barbara S. Mitchell.

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Mitchell, B.S., Lewis, T.J. & Stormont, M. A Daily Check-In/Check-Out Intervention for Students with Internalizing Concerns. J Behav Educ 30, 178–201 (2021). https://doi.org/10.1007/s10864-020-09365-7

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  • DOI: https://doi.org/10.1007/s10864-020-09365-7

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