Check-in/Check-out (CICO) is one of the most commonly utilized and wellestablished Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of in-class feedback required to reduce student problem behavior and increase appropriate behaviors for three fifth grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of morning check-in and afternoon check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.