Date of Award


Document Type


Degree Name


Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology

First Advisor

Gloria Miller, Ph.D.

Second Advisor

Darrin Hicks

Third Advisor

Kathy Green

Fourth Advisor

Cynthia Hazel


Check-in, Check-out, Fidelity of implementation


Suspension and expulsion are utilized frequently and disproportionality in schools in the United States. Many schools utilize Positive Behavioral Interventions and Supports (PBIS), a tiered framework to prevent problem behavior and reduce the use of discipline practices (Sugai et al., 2000). Check-In, Check-Out (CICO) is a targeted group behavioral intervention that is utilized within this framework in schools to prevent severe problem behavior in students that are beginning to exhibit externalizing and/or internalizing behavioral needs; thus, preventing the use of exclusionary discipline practices (Crone et al., 2010; Hawken & Horner, 2003). As the use of CICO in schools continues to grow, so too does the need for an instrument measuring its fidelity of implementation. The purpose of this study was to investigate the reliability and validity of the Check-In, Check-Out Fidelity of Implementation Measure (Crone et al., 2010), an instrument created to measure the fidelity of implementation of CICO intervention.

This study assessed the psychometric properties of the instrument utilizing an archival data set collected by the statewide PBIS initiative in a western state in the U.S. The results demonstrated promising content validity, construct validity, internal consistency, and interrater reliability. A unidimensional structure was determined to be the best structure for the instrument based on parsimony and the strong results obtained from the item loadings, internal consistency, and interrater reliability. Implications for use and future research are discussed.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Erin Ann Sullivan


Received from ProQuest

File Format




File Size

144 p.


Educational Psychology, Quantitative Psychology, Education