Identifying effective research-based interventions for students with ADHD is imperative because this disorder impacts numerous domains in the child's life, such as academic, behavioral, and interpersonal skills. Unfortunately, limited research studies are available that address effective interventions specifically designed for African American male students. The current single-case study involves an analysis of archival data for a 10 week study designed to examine whether the Check-In Check-Out intervention was effective for improving the behavioral performance of a 10-year-old, African American fifth grade male elementary school student diagnosed with ADHD. Prior to the intervention, the student displayed externalizing behaviors that interfered with his daily educational performance. The study results confirmed the hypotheses that the intervention would be effective and that the teacher would find the intervention effective as well as feasible to implement. An ABA design was utilized to examine the changes in Level (mean percentages) between baseline data (phase A) and the intervention (phase B). The design of this single-case study allowed for the visual analysis as well as the Tau-U calculation to be employed. The significant increase between the baseline mean of 64.9% and the intervention phase mean of 93.3% can be easily seen by visual inspection. The data collected post-intervention yielded a mean of 75.2%. The drop in mean percentages, between phase B and phase A, after the intervention was withdrawn further supports the visual analysis that the intervention itself had an effect on the student's behavior. Additionally, the effect size was calculated by utilizing Tau-U. The results indicate that the overall Tau-U score 1.0 with 95% confidence interval of 0.692 to >1. This large effect size indicates that the intervention was effective in changing the student's behaviors in the areas of being respectful, responsible, safe, and kind as measured by the CICO daily progress reports. Furthermore, the interview with the classroom teacher revealed that she perceived the CICO intervention to be highly effective and feasible. It is hoped that this study will add to the limited research on male African-American students and effective interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]