The Resilience Education Program
Examining the efficacy of a Tier 2 internalizing intervention
Bibliographic Data
This study reports on the results of a pilot study designed to evaluate the Resilience Education Program (REP): a brief Tier 2 intervention that includes small‐group cognitive‐behavioral instruction, paired with a modified check‐in/check‐out procedure. Three elementary school students demonstrating early indicators of internalizing behavior concerns participated in the current intervention. A multiple‐baseline single‐case design was used to evaluate intervention effects. Outcome data corresponded to teacher‐collected direct behavior rating data, which were specific to each student's particular internalizing concerns (e.g., negative affect, withdrawal) and were collected on a daily basis during times when these behaviors were most problematic. Visual analysis and effect size estimates were used in evaluating intervention effects relative to baseline conditions for each student. Results indicated REP yielded a moderate intervention effect for two out of three students (Tau‐ U = 0.72 and 0.68, respectively), each of whom exhibited an immediate reduction in internalizing behavior. Both students also demonstrated an absence of negative behaviors in the maintenance phase. Findings for the third student were obfuscated by low behavioral rates during baseline. Following the intervention, educators rated REP as a socially valid intervention. Limitations of this study and future directions for research and practice are discussed
Academic achievement · Developmental psychology · Intervention (counseling) · Multiple baseline design · Psychiatry · Psychological resilience · Tier 2 network · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Psychology · Social Psychology
Examining Parent, Teacher, School Mental Health Professional, and Researcher Perceptions of a Tier 2 Internalizing Intervention to Promote Feasibility, Usability, and Effectiveness
Promoting equity and justice in school mental health
Promoting Mental Health Literacy Through Multi‐Tiered Systems of Support
Diagnostic and Statistical Manual of Mental Disorders
The empirical status of cognitive-behavioral therapy
The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
The Evolution of Discipline Practices
Combining Nonoverlap and Trend for Single-Case Research
Mental Health Surveillance Among Children — United States, 2013–2019
Predictors and consequences of childhood depressive symptoms
The Efficacy of Cognitive Behavioral Therapy
Evaluating Intervention Effects in Single‐Case Research Designs
Mental health interventions in schools in high-income countries
Lifetime Prevalence of Mental Disorders in U.S. Adolescents
Introduction to response to intervention
Classroom Social Experiences as Predictors of Academic Performance
The development of depression in children and adolescents
The Impact of Enhancing Students' Social and Emotional Learning
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |