Investigating use of the Behavior Education Program for students with internalizing behavioral concerns
Abstract
This study investigated the effects of the Behavior Education Program (BEP), also
known as check-in/check-out (CICO), on internalizing problems and academic engaged
time exhibited by elementary school students identified at risk for developing anxiety or
mood disorders. Descriptive data for teacher ratings of student internalizing problems
were collected pre and post intervention. A single-subject multiple baseline design was
used to examine effects of the Behavior Education Program (BEP) on student academic
engagement. Student, parent, and teacher perceptions of intervention acceptability and
fidelity of implementation also were measured. Overall, the intervention had a positive
impact on teachers' perceptions of student problems and also on academic engaged time.
In addition, student and parent participants generally viewed the intervention favorably
and school personnel were able to implement a majority of intervention components with
high levels of fidelity.
Degree
Ph. D.