The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positive Behavior Support. Measures included standardized behavior rating scales and rate of office discipline referrals before and after 8 weeks of intervention. A multivariate analysis of variance was used, and results showed statistically significant differences in response to intervention based on teacher-identified function of problem behavior. Results are discussed in terms of considering function of behavior in selecting tier two interventions and implementing a three-tier response to intervention model.

Behavior support in schools is increasingly viewed as a three-tier prevention effort in which universal interventions are used for primary prevention, targeted interventions are used for secondary prevention, and intensive interventions are used for tertiary prevention. A growing body of research has demonstrated the effectiveness of targeted interventions in decreasing the frequency of problem behaviors. The Check In—Check Out Program (CICO) is becoming a recognized targeted intervention. The present study examines if there is a functional relation between the implementation of CICO and a reduction in problem behaviors. Results indicate that implementation of CICO with four elementary school—age boys was functionally related to a reduction in problem behavior. Clinical and conceptual implications of these results, methodological limitations, and future research directions are reviewed.

Tier 2 interventions are implemented similarly across students and thus serve as an efficient and cost-effective method of behavior support in school settings. Check-in/check-out is a Tier 2 intervention with documented effectiveness (e.g., Hawken & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Key features of the intervention include brief morning and afternoon meetings with the intervention coordinator, use of a point card on which the teacher monitors student behavior, and teacher feedback at predetermined times. The present study sought to add to the literature by examining the relative contributions of the teacher-feedback components of check-in/check-out via the use of a component analysis. Working with 4 children in a general education setting, we first evaluated the effectiveness of the procedure using reversal designs. Next, we systematically removed teacher-feedback components to assess effects on problem behavior and academic engagement. For 3 of 4 participants, we were able to remove all teacher-feedback sessions and the point card; for the 4th participant, we removed only 2 of 3 teacher-feedback sessions due to time constraints.

Targeted interventions (also called Tier 2 interventions or secondary interventions) are implemented within a comprehensive three-tiered system of support consisting of universal interventions (for all students), targeted interventions (for students exhibiting mild behavioral difficulties), and intensive interventions (for students requiring individualized support). Check-in/check-out is a targeted intervention designed to reduce incidences of disruptive behavior and increase prosocial behavior. Although check-in/check-out has been shown to be effective in a number of published articles, studies are still needed documenting (a) the utility of this intervention when implemented by educators as part of the larger school system of support and (b) guidelines for increasing the likelihood the intervention is matched to students most likely to benefit. In the current study, the authors address both of these needs by evaluating effects of a school's implementation of check-in/check-out with two typically developing students in the school. When the intervention did not produce significant effects, the authors modified the intervention slightly based on outcomes of functional behavior assessments conducted prior to beginning the intervention; this resulted in positive outcomes for both students. These results demonstrate the utility of considering the function of problem behavior prior to implementing a targeted intervention such as check-in/check-out. Implications for other targeted interventions are discussed.

Office discipline referrals (ODRs) are commonly used by school teams implementing schoolwide positive behavior support to indicate individual student need foradditional behavior support. However, little is known about the technical adequacy of ODRs when used in this manner. In this study, the authors assessed (a) the concurrent validity of number of ODRs received with a contemporary standardized behavior ratingscale (the BASC-2 Teacher Report Form) and (b) the validity of common cut points to determine level of support needed (i.e., 0 to 1,2 to 5, and 6 or more ODRs). Results indicated strong correlations between ODRs and rating of externalizing behavior and statistically and clinically significant differences in behavior ratingsbased on existing ODR cut points, but there was no significant relation between ODRs and ratings of internalizing problems. Results are discussed in terms of recommended use of ODRs as a screening measure to indicate level of behavior support required.