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Examining the Impact of the COVID-19 Pandemic on Elementary Students' Internalizing and Externalizing Behaviors in Schools Implementing Tiered Systems
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Kathleen Lynne Lane; Mark Matthew Buckman; Wendy Peia Oakes; Kandace Fleming; Nathan Allen Lane; Katie Scarlett Lane Pelton; Rebecca Esther Swinburne Romine; Rebecca Sherod; Grant Edmund Allen – Journal of Emotional and Behavioral Disorders, 2025
There is an urgent need to aid in what will be an ongoing educational recovery in the wake of the COVID-19 pandemic. One avenue for supporting students with and at-risk for emotional and behavioral disorders (e.g., internalizing and externalizing behaviors) is implementation of tiered systems, which emphasize evidence-based practices to prevent…
Descriptors: Elementary School Curriculum, Elementary School Students, Elementary School Teachers, COVID-19
Exploring Facilitator and Student Conversations within Check-In/Check-Out Intervention: A Systematic Review with Links to Trauma-Informed Conversations
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Aimee J. Hackney; Sara Sanders; Kristine Jolivette; Nicole C. Swoszowski; Robin P. Ennis – Behavioral Disorders, 2025
The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention…
Descriptors: Trauma, Intervention, Student Attitudes, Facilitators (Individuals)