Initiative Description: During baseline, all students participated in the school’s SWPBIS universal behavioral interventions, consisting of school-wide core values and behavioral expectations.

Classroom teachers rated student participants’ compliance with school-wide behavioral expectations. Students meeting their daily behavior goal earned a reward (e.g., candy, victory dance, sticker). Furthermore, students earned points (i.e., 70% on daily report card = 1 point, 80% on daily report card = 2 points, 90% on daily report card = 3 points; 100% on daily report card = 4 points) toward long-term reinforcers (e.g., basketball game with principal, lunch with administrator)

Study Results: Results indicate a reduction in disruptive behavior and increased academic engagement for three participants upon the introduction of CICO. (Disruptive behavior was broadly defined as participants’ behavior that disrupted instruction or the learning of peers, and included talking out, noncompliance, negative verbal or physical interaction with peers or teacher, out of location, and inappropriate use of materials)

Reference: Bunch-Crump, K. R., & Lo, Y.-Y. (2017). An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students. Journal of Positive Behavior Interventions, 19(4), 216–227. https://doi.org/10.1177/1098300717696939

Level of Evidence: Very Good