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ERIC Number: EJ1178799
Record Type: Journal
Publication Date: 2018-May
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0198-7429
Reducing Risk for Emotional and Behavioral Disorders in Late Elementary School: A Comparison of Two Targeted Interventions
McDaniel, Sara C.; Lochman, John E.; Tomek, Sara; Powell, Nicole; Irwin, April; Kerr, Shani
Behavioral Disorders, v43 n3 p370-382 May 2018
Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2 interventions, particularly for students with comorbid deficit areas. The current trial involved 33 third- through fifth-grade participants who were assigned to one of three study groups: (a) control, (b) check-in/check-out, or (c) Coping Power. The "Behavior Assessment of Children in Schools-2" (BASC-2) was used to measure changes in externalizing behavior, along with its three component subscales. The "Strengths and Difficulties Questionnaire" (SDQ) was used to examine change in broad emotional and behavioral risk profiles. Teachers rated participants on the SDQ and BASC-2 at preintervention, postintervention, and follow-up. Results indicate that both check-in/check-out and Coping Power yielded decreases in externalizing behavior, with Coping Power also resulting in significant decreases in overall emotional and behavioral risk. A discussion of these results along with implications for future research and study limitations are presented.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire; Behavior Assessment System for Children; Teacher Rating Scale
Grant or Contract Numbers: N/A