Check-In Check-Out (CICO) is an evidence-based Tier 2 intervention that has most often been used to support students who exhibit externalizing problem behaviors; however, emerging research suggests that CICO may be effective when extended to students who are engaging in internalizing problem behaviors (CICO-IB). The purpose of this study was to replicate previous research using CICO to support students with internalizing behaviors as well as to extend the research using a standardized Daily Progress Report (DPR) for all students. A multiple baseline design across students was used to examine the effects of CICO-IB on social and academic engagement with four elementary students from an urban elementary school who were exhibiting internalizing behavior problems (e.g., shyness, social withdrawal). Results indicated that CICO-IB was effective in improving active academic and social engagement for all four students included in the study as measured by both teacher rating on a DPR and direct observation. Overall, the majority of teachers, parents, and students found the intervention socially acceptable. Implications for future research and practice with students who are at-risk or exhibiting emotional/behavioral disorders along with limitations are discussed.

签到签出（CICO）是一种基于证据的方法2，通常用于支持表现出外部问题行为的学生。但是，新兴研究表明，将CICO扩展到从事内部化问题行为的学生时，可能会很有效（CICO-IB）。这项研究的目的是复制以前使用CICO进行的研究，以支持学生进行内部化行为，并使用标准化的每日进展报告（DPR）为所有学生扩展研究。使用针对学生的多基线设计来研究CICO-IB与来自城市小学的四名表现出内在化行为问题（例如，羞怯，社交退缩）的小学生在社交和学术参与方面的影响。结果表明，根据DPR的老师评分和直接观察，CICO-IB对于研究中的所有四名学生都有效地提高了其积极的学术和社会参与度。总体而言，大多数教师，家长和学生都认为干预措施在社会上可以接受。讨论了处于危险中或表现出情绪/行为障碍以及局限性的学生对未来研究和实践的启示。