| Title: |
Preliminary Testing of Recognize. Relax. Record.: A Tier 2 Intervention for Elementary Students with Internalizing Behaviors |
| Language: |
English |
| Authors: |
Mark Matthew Buckman (ORCID 0000-0001-9332-0940); Kathleen Lynne Lane (ORCID 0000-0001-6364-838X); Wendy Peia Oakes (ORCID 0000-0002-3533-8293); Eric Alan Common (ORCID 0000-0003-3775-9013); Amy A. Buffington (ORCID 0009-0003-4490-1804); Allison M. Bernard (ORCID 0009-0006-4251-313X); Kathleen N. Tuck (ORCID 0000-0003-0271-0965) |
| Source: |
Journal of Emotional and Behavioral Disorders. 2026 34(2):78-105. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
28 |
| Publication Date: |
2026 |
| Sponsoring Agency: |
Institute of Education Sciences (ED); Office of Special Education and Rehabilitative Services (OSERS) (ED) |
| Contract Number: |
R324X220067; H325D220011 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools |
| Descriptors: |
Intervention; Elementary School Students; Anxiety; Mental Health; Well Being; COVID-19; Pandemics; Grade 4; Grade 5; Program Effectiveness; Learner Engagement |
| Assessment and Survey Identifiers: |
Student Risk Screening Scale |
| DOI: |
10.1177/10634266261417641 |
| ISSN: |
1063-4266; 1538-4799 |
| Abstract: |
This article features two studies examining the impact of a Tier 2 intervention--Recognize. Relax. Record. (RRR)--designed to support elementary students with internalizing behaviors by helping them manage anxious feelings and increase academic engagement. We collaborated with teachers to use screening and attendance data to locate students in a Midwestern U.S. who might benefit from RRR. Results of a multiple-baseline design across participants study with five students provided modest evidence of a functional relation between introduction of RRR Instruction and decreases in variability of students' engagement during academic instruction. These shifts were mostly small in magnitude and in need of replication and future inquiry before generalizing results. Treatment integrity data suggested high levels of implementation fidelity. Overall, social validity ratings were positive for most participants; however, some variability in ratings across students--as well as differences in adults' pre- to post-intervention ratings--suggested the intervention was more acceptable for supporting some students than others. Results of an A-B nonexperimental study provided descriptive data suggesting potential benefits of implementing RRR instruction in a small-group format. We discuss the findings of this initial test of RRR, noting limitations and directions for future inquiry. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
EJ1506033 |
| Database: |
ERIC |