The Therapeutic Mechanisms of Check, Connect, and Expect

Autor/inn/en	Stage, Scott A.; Galanti, Sally B.
Titel	The Therapeutic Mechanisms of Check, Connect, and Expect
Quelle	In: School Psychology Review, 46 (2017) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Elementary School Students; Intervention; Behavior Modification; Teacher Student Relationship; Behavior Problems; Behavior Disorders; Screening Tests; Child Behavior; Check Lists; Rating Scales; Outcomes of Treatment; Systematic Screening for Behavior Disorders; Child Behavior Checklist; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Screening-Verfahren; Checkliste; Rating-Skala
Abstract	Given the high prevalence of Tier 2 behavioral intervention use and calls to examine mediation and moderation effects on treatment for children, this study tested the mediation effect of the daily progress report and moderation effects of coach-student, teacher-student, and student-teacher relationships and their interactions for 95 elementary school students who received the Check, Connect, and Expect intervention. The only significant finding was the moderating effect of the student-teacher and teacher-student relationships. A significant interaction between the moderating effects showed that a positive student-teacher relationship showed overall reductions in total problem behavior across an academic year. This result is interpreted as students' perception of a positive relationship with their teacher as critical to the therapeutic mechanism of Tier 2 behavioral interventions. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01