| Title: |
Preliminary Testing of Recognize. Relax. Record.: A Tier 2 Intervention for Elementary Students With Internalizing Behaviors |
| Authors: |
Buckman, Mark Matthew; Lane, Kathleen Lynne; Oakes, Wendy Peia; Common, Eric Alan; Buffington, Amy A.; Bernard, Allison M.; Tuck, Kathleen N. |
| Contributors: |
Institute of Education Sciences; u.s. department of education |
| Source: |
Journal of Emotional and Behavioral Disorders ; ISSN 1063-4266 1538-4799 |
| Publisher Information: |
SAGE Publications |
| Publication Year: |
2026 |
| Description: |
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 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. |
| Document Type: |
article in journal/newspaper |
| Language: |
English |
| DOI: |
10.1177/10634266261417641 |
| Availability: |
https://doi.org/10.1177/10634266261417641; https://journals.sagepub.com/doi/pdf/10.1177/10634266261417641; https://journals.sagepub.com/doi/full-xml/10.1177/10634266261417641 |
| Rights: |
https://journals.sagepub.com/page/policies/text-and-data-mining-license |
| Accession Number: |
edsbas.348FB94 |
| Database: |
BASE |