Problem behaviors in the school setting have become more frequent as well as challenging for teachers and faculty to decrease while attempting to help their students attain their academic goals. Within the last decade, school-wide positive behavior support (SWPBS) has become more widespread as an evidence-based practice within the school system. SWPBS uses a multi-tiered support structure in order to affect behavior change across an entire school population. Several common secondary interventions have been utilized with high success rates. However, the research conducted thus far using the Check-In/Check-Out (CICO) program, a secondary intervention, has shown a lesser degree of success in behavior change with those students whose problem behavior is maintained by negative reinforcement or escape from aversive tasks. The current study examined the effects of the CICO program, adapted to address negative reinforcement contingencies. Using a multiple baseline across participants design, students in this study were exposed to a modified CICO intervention strategy in which problem behaviors, specifically related to the escape function as determined by a routine analysis, were targeted for reduction while academic engagement were targeted for acquisition. Results provided reductions in problem behaviors and an overall increase in academic engagement across participants with teacher implementers indicating the modified CICO program as feasible and acceptable. Implications for future research are discussed.