The Resilience Education Program: Examining the efficacy of a Tier 2 internalizing intervention

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...

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Bibliographic Details
Published in:Psychology in the schools 2021-11, Vol.58 (11), p.2114-2129
Main Authors: Eklund, Katie, Kilgus, Stephen P., Izumi, Jared, DeMarchena, Sarah L., McCollom, Elizabeth M.
Format: Article
Language:English
Subjects:
Affective Behavior
Behavior
Behavior Modification
Behavior Problems
Behavior rating scales
Brief interventions
check‐in check‐out
Cognitive Restructuring
Cognitive-behavioral factors
cognitive‐behavior therapy
Educational programs
Effect Size
Efficacy
Elementary School Students
Elementary schools
Internalization
internalizing behavior
Intervention
Negative emotions
Outcomes of Treatment
Pilot Projects
Resilience
Resilience (Psychology)
school mental health
single case design
Teacher Attitudes
Teachers
Withdrawal (Psychology)
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Summary: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.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22580