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Preliminary Testing of Recognize. Relax. Record.: A Tier 2 Intervention for Elementary Students With Internalizing Behaviors

Mark Matthew Buckman, PhD https://orcid.org/0000-0001-9332-0940 [email protected], Kathleen Lynne Lane, PhD, BCBA-D, CF-L2 https://orcid.org/0000-0001-6364-838X [email protected], […], Wendy Peia Oakes, PhD https://orcid.org/0000-0002-3533-8293, Eric Alan Common, PhD, BCBA-D, LBA https://orcid.org/0000-0003-3775-9013, Amy A. Buffington, MEd https://orcid.org/0009-0003-4490-1804, Allison M. Bernard, MEd https://orcid.org/0009-0006-4251-313X, and Kathleen N. Tuck, PhD, BCBA-D https://orcid.org/0000-0003-0271-0965+4View all authors and affiliations
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https://doi.org/10.1177/10634266261417641

Abstract

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.

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Data availability statement

Research materials are available from the first and second authors. Additional supplementary materials can also be accessed at the Open Science Framework page associated with this study (Lane et al., 2022).

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