Checkmates is a targeted intervention designed for at-risk students based on the Behavior Education Program (BEP; Crone, Homer, & Hawken, 2004). Checkmates is a system where students receive extra support from adults in the school for abiding by school-wide expectations governed by the school's Positive Behavior Support (PBS) system. Four ninth grade girls who were at risk for academic failure participated in this study. Each participant chose a Checkmate staff member in the school to check-in and check-out with at the beginning and end of everyday. During check-in and check-out the participant and her Checkmate staff reviewed information from a daily progress report, which was carried from class to class. Participants were expected to give a progress report to each teacher at the beginning of class to provide a point of positive adult contact. At the end of the class, teachers briefly provided feedback using the progress report. A system of rewards was set up for participants for meeting goals.

A single subject multiple baseline across participants design was employed to determine whether there was a functional relationship between implementation of Checkmates and (a) increased attendance, (b) decreased tardies, and (c) increase in number of credits earned per school quarter. Results varied for participants, but provided some support for a relationship between implementation of Checkmates and increased attendance. A functional relationship was not observed for implementation of Checkmates and decreased tardies or increased number of credits earned. While results were limited and inconclusive, this study leaves several implications for future research in high schools, such as design of high school environments, identification of students for targeted intervention in the high schools, clear and consistent rewards and consequences, and instructional variables as contributing to students' attendance or non-attendance.