Project Activities
To evaluate the impact the pandemic has had on the internalizing behavior patterns of elementary students (Aim 1), the research team will analyze extant and new Kâ5 data from school districts with diverse student populations. A series of single case design (SCD) studies followed by a randomized controlled trail (RCT) will be used to better understanding implementation and efficacy of RRR to decrease symptoms of anxiety and increase engagement in students with and at risk for EBD (Aim 2).
Structured Abstract
Sample
For Aim 1, data from approximately 8,000 elementary students in 22 schools in two diverse districts will be analyzed. For Aim 2, the first SCD includes two 5th grade teachers and four students with or at risk for EBD per classroom and the second SCD involves two 4th or 5th grade teachers and four students with or at risk for EBD per classroom. For the RCT, approximately 64 teachers and 192 students in fourth and fifth grades with or at risk for EBD will participate.
Intervention
RRR is a previously developed Tier 2 intervention designed to be used by elementary classroom teachers. It is comprised of three primary components, each addressed through explicit instruction: (a) Recognize (students learn to identify thoughts and feelings related to being anxious), (b) Relax (students learn relaxation strategies to support self-regulation), and (c) Record (students learn to self-monitor their thoughts and feelings, their use of the selected relaxation strategies, and their sense of engagement in activities). RRR also includes a professional learning module to assist educators in learning about and using the intervention to support their students. The intervention is provided over 6â12 individual sessions, each lasting 15â20 minutes.
Research design and methods
For Aim 1 (Year 1) various multilevel models will be used to determine the impact of cohort (pre-pandemic and recent) on internalizing and externalizing behaviors in fall of each year and for the change over each year, as well as to determine the impact of cohort on outcomes such as reading scores and special education referrals. Researchers will also examine whether results vary by groups of students within the sample, including students with disabilities, students of color, and grade level of the student. For Aim 2, in Year 1, two multiple-baseline SCD studies will be implemented with research staff as interventionists. In Year 2, the SCD studies from Year 1 will be repeated but with teachers as interventionists. In Year 3, teachers will be randomly assigned to either the treatment condition or a waitlist control condition. Within each classroom, three students with a moderate level of internalizing behaviors based on screening data will be included in the study. Data will be gathered at pre- and post-intervention as well as 4 weeks after intervention.
Control condition
The waitlist control condition for the RCT will receive business-as-usual instruction.
Key measures
For Aims 1 and 2, researchers will use the district-administered Student Risk Screening Scale for Internalizing and Externalizing Behavior (SRSS-IE), a systematic behavior screener for K-12 students. Administrative data for Aim 1 include school absences, suspensions, expulsions, referral for special education, and special education placement. Student demographic data regarding sex, ethnicity, race, and grade level will be collected. Student reading performance will be examined with district administered AIMSweb and the Scantron Performance Series. For Aim 2, key outcome measures include the Achenbach System of Empirically Based Assessment (teacher and parent ratings of behavior) and the Social Skills Improvement System (SSIS; teacher, parent, and student ratings) as well as academic competence on the SSIS and academic engagement using Direct Behavior Ratings. Measures of treatment integrity include checklists for all components of RRR. Teachers, parents, and students will complete respective versions of the Intervention Rating Profile-15 to measure social validity.
Data analytic strategy
For Aim 1, three-level longitudinal multilevel growth models (observations of students nested within schools) will determine the impact of cohort (pre- pandemic/recent) on internalizing and externalizing behaviors in fall of each year and for the slope over each year. Two-level models with students nested within schools will be used to determine the impact of cohort on reading scores and referrals to special education and to explore group differences in these outcomes. For Aim 2, visual analysis of level, trend, and variability of the data will be used to analyze the SCD studies. For the RCT, longitudinal multivariate multilevel modeling will be used to examine the effect of RRR on students' levels of anxiety, internalizing behavior, academic engagement, and academic competence with an intent to treat approach. Additional models will be developed to examine the efficacy of RRR when implemented with sufficient integrity (80% or greater) as measured by behavior component checklists.
Cost analysis strategy
The cost per student to implement RRR compared to BAU will be calculated using the ingredients method. The cost-effectiveness of RRR will be determined by using outcomes from the multivariate multilevel models. A cost-effectiveness acceptability curve will be constructed to help decision makers interpret results.
People and institutions involved
IES program contact(s)
Products and publications
Products: Products for this project will include information for educators and families on (a) changes in internalizing and externalizing behavior in students over the course of the pandemic (outcome of Aim 1) and (b) the efficacy of RRR to support students with internalizing behaviors (outcome of Aim 2). They will also include publications in peer-reviewed and practice-oriented journals, presentations, workshops, and online videos, as well as products that support use of evidence from this project by education practitioners.
Related projects
Supplemental information
Education Agency Partner: Lawrence Public Schools and Topeka Public Schools, Kansas
Co-Principal Investigators: Buckman, Mark Matthew; Oakes, Wendy Peia; Common, Eric Alan
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.