The electronic check-out program: a school-based note program to improve on-task behavior

The purpose of this study was to validate the effectiveness of the Electronic Check-Out (ECO) Program in increasing students’ on-task rates. The ECO Program was adapted from the check-in/check-out (CICO) intervention to be more time efficient by using an electronic form and having only a check-out session. This intervention included a unique motivational component at school and reduced parental involvement with reinforcement. The intervention was implemented for 4 to 5 weeks with a 1-week follow-up phase. Teachers used the ECO note in the general education classroom to monitor student behaviors during independent math work time and during the entire day. To evaluate effectiveness, a multiple-baseline probe design was used among 5 3rd-grade participants. To determine effect sizes the improvement rate difference (IRD) and Tau-U coefficients were calculated. Teacher ratings on the ECO form were compared to in vivo on-task observation rates, and fidelity to intervention components were obtained. Teachers completed standardized behavioral rating scales pre- and postintervention, and teachers and students completed social validity ratings. Results show that the ECO intervention program had clear and unequivocal large-to-very-large effects in 3 out of 5 participants’ on-task behaviors (Tau-U = .96; IRD =.82), which remained significantly higher than baseline at the 1-week follow up (Tau-U = .69; IRD = .63). Four of the 5 participants displayed on-task rates that approximated those of classroom peers. Teacher ratings on the ECO form for all participants increased for both the math block and the whole day as compared to baseline across all phases. Teacher 1 ratings on the ECO form correlated significantly to direct observation rates. Participants demonstrated medium-to-large increases in math problem completion (Tau-U = .70; IRD = .62) and accuracy (Tau-U = .74; IRD = .63) during intervention and follow-up phases. The ECO intervention showed effect sizes comparable to those presented in typical CICO literature, with fewer components, using a unique and simple reward system, and consuming only half the time of the coordinator as a typical CICO. Teacher and student social-validity ratings were positive. Study limitations and future research areas are discussed.