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This study examined the effects of a multitiered system of support using Check-In Check-Out (CICO) as a secondary intervention and function-based self-monitoring (FBSM) as a tertiary intervention on the disruptive behavior and academic engagement of four elementary students identified as being in need of additional behavioral supports. A multiple baseline across participants' design was conducted to evaluate the effects of CICO and a reversal design was used to evaluate the additive effects of FBSM with one participant whose behavior was determined nonresponsive to CICO due to variability and minimal change in disruptive behavior. Results indicate a reduction in disruptive behavior and increased academic engagement for three participants upon introduction of CICO. Evaluations of the FBSM intervention were rendered inconclusive; however, preliminary data revealed a decrease in trend and level of disruptive behavior for the participant receiving tertiary support.