The Therapeutic Mechanisms of Check, Connect, and Expect

References

• Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.
   Google Scholar
• Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
   Google Scholar
• Anderson, A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check and connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95–113. doi:10.1016/j.jsp.2004.01.002
   Web of Science ®Google Scholar
• Barcikowski, R. S. (1981). Statistical power with group mean as the unit of analysis. Journal of Educational Statistics, 6, 267–285. doi:10.2307/1164877
   Google Scholar
• Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. doi:10.1037/0022-3514.51.6.1173
   PubMed Web of Science ®Google Scholar
• Braswell, L., & Bloomquist, M. L. (1991). Cognitive behavioral therapy with ADHD children: Child, family, and school interventions. New York, NY: Guilford Press.
   Google Scholar
• Cheney, D., Flower, A., Templeton, T., Waugh, M., Jackson, H., & Stage, S. A. (2004). The behavior specialist training manual for the Check, Connect & Expect treatment program. Unpublished treatment manual, University of Washington, Seattle, WA.
   Google Scholar
• Cheney, D., Stage, S., Hawken, L., Lynass, L., Mielenz, C., & Waugh, M. (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk of severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226–243. doi:10.1177/1063426609339186
   Web of Science ®Google Scholar
• Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Comer, J. P. (1984). Home-school relationship as they affect the academic success of children. Education and Urban Society, 16, 323–337.
   Web of Science ®Google Scholar
• Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in the schools: The behavior education program. New York, NY: Guilford.
   Google Scholar
• Dawson, J. F., & Richter, A. W. (2006). Probing three-way interactions in moderated multiple regression: Development and application of the slope difference test. Journal of Applied Psychology, 91, 917–926. doi:10.1037/0021-9010.91.4.917
   PubMed Web of Science ®Google Scholar
• Epstein, M. H. (2002). Behavioral and emotional rating scale (2nd ed.). Austin TX: PRO-ED.
   Google Scholar
• Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to Intervention: Examining classroom behavior support in second grade. Exceptional Children, 73(3), 288–310. doi:10.1177/001440290707300302
   Web of Science ®Google Scholar
• Farrington, D. P., & Loeber, R. (2000). Some benefits of dichotomization in psychiatric and criminological research. Criminal Behaviour and Mental Health, 10, 100–122. doi:10.1002/cbm.349
   Google Scholar
• Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A. W., & Watson, J. (2007). Check in/check out: A post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in school. Education & Treatment of Children, 30, 69–84. doi:10.1353/etc.2007.0000
   Google Scholar
• Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Hoyle, R. H., & Kenny, D. A. (1999). Statistical power and tests of mediation. In R. H. Hoyle (Ed.), Statistical strategies for small sample research. Newbury Park, CA: Sage.
   Google Scholar
• Kazdin, A. E., & Durbin, K. A. (2012). Predictors of child-therapist alliance in cognitive-behavioral treatment of children referred for oppositional and antisocial behavior. Psychotherapy, 49(2), 202–217. doi:10.1037/a0027933
   PubMed Web of Science ®Google Scholar
• Kazdin, A. E., & Nock, M. K. (2003). Delineating mechanisms of change in child and adolescent therapy: Methodological issues and research recommendations, Journal of Child Psychology and Psychiatry, 44, 1116–1129. doi:10.1111/1469-7610.00195
   PubMed Web of Science ®Google Scholar
• Kenny, D. A. (2015, October 7). Mediation. Retrieved from http://davidakenny.net/cm/mediate.htm
   Google Scholar
• Knoff, H. M. (2001). The stop & think social skills program. Longmont, CO: Sopris West.
   Google Scholar
• Kraemer, H. C., Yesavage, J. A., Taylor, J. L., & Kupfer, D. (2000). How can we learn about developmental processes from cross-sectional studies, or can we? American Journal of Psychiatry, 157, 163–171. doi:10.1176/appi.ajp.157.2.163
   PubMed Web of Science ®Google Scholar
• Kratochwill, T. R., Hoagwood, K. E., Kazak, A. E., Weisz, J. R., Hood, K., Vargas, L. A., & Banez, G. A. (2012). Practice-based evidence for children and adolescents: Advancing the research agenda in schools. School Psychology Review, 41, 215–235.
   Web of Science ®Google Scholar
• Kreft, I., & de Leeuw, J. (2002). Introducing multilevel modeling. Thousand Oaks: CA, Sage. doi:10.4135/9781849209366
   Google Scholar
• McIntosh, K., Campbell, A. L., Carter, D. R., & Dickey, C. R. (2009). Differential effects of a tier two behavior intervention based on function of problem behavior. Journal of Positive Behavior Intervention, 11, 82–93. doi:10.1177/1098300708319127
   Web of Science ®Google Scholar
• McIntosh, K., Filter, K .J., Bennett, J. L., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up schoolwide positive behavior support to promote durable systems. Psychology in the Schools, 47, 5–21. doi:10.1002/pits.20448
   Web of Science ®Google Scholar
• McKinney, J., Montague, M., & Hocutt, A. (1998). A two year follow up study of children at-risk for developing SED: Initial results from a prevention project. In C. Liberton, K. Kutash, & R. Friedman (Eds.), A system of care for children's mental health: Expanding the research base, tenth annual proceedings (pp. 271–277). Tampa, FL: University of South Florida, Research and Training Center for Children's Mental Health.
   Google Scholar
• O'Dwyer, L. M., & Parker, C. E. (2014). A primer for analyzing nested data: Multilevel modeling in SPSS using an example from a REL study (REL 2015–046). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
   Google Scholar
• Positive Behavioral Interventions & Supports, Office of Special Education Programs. (n.d.). Tier 1 FAQs. Retrieved March 3, 2015, from http://www.pbis.org/school/primary-level/faqs
   Google Scholar
• Positive Behavioral Interventions & Supports, Office of Special Education Programs. (n.d.). Tier 2 supports. Retrieved March 3, 2016, from http://www.pbis.org/research/secondary
   Google Scholar
• Raudenbush, S., Bryk, A., Cheong, Y. F., & Congdon, R. (2004). Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International, Inc.
   Google Scholar
• Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children, second edition (BASC-2). Circle Pines, MN: AGS.
   Google Scholar
• Shirk, S. R., Karver, M. S., & Brown, R. (2011). The alliance in child and adolescent psychotherapy. Psychotherapy, 48, 17–24. doi:10.1037/a0022181
   PubMed Web of Science ®Google Scholar
• Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for high-risk youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65, 7–21.
   Web of Science ®Google Scholar
• Stage, S. A., Cheney, D., Lynass, L., Mielenz, C., & Flower, A. (2012). Three validity studies of the daily progress report in relationship to the check, connect, and expect intervention. Journal of Positive Behavior Interventions, 14(3), 181–191. doi:10.1177/1098300712438942
   Web of Science ®Google Scholar
• Stage, S. A., Jackson, H. G., Moscovitz, K., Erickson, M. J., Thurman, S. O., Jessee, W., & Olson, E. M. (2006). Using multimethod-multisource functional behavioral assessment for students with behavioral disabilities. School Psychology Review, 35, 451–471.
   Web of Science ®Google Scholar
• Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35, 245–259.
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York, NY: Allyn and Bacon.
   Google Scholar
• Todd, A., Campbell, A., Meyer, G., & Horner, R. H. (2008). Evaluation of a targeted group intervention in elementary students: The check-in/check-out program. Journal of Positive Behavior Interventions, 10, 46–55. doi:10.1177/1098300707311369
   Web of Science ®Google Scholar
• Tsai, S., & Cheney, D. (2012). The impact of the adult-child relationship on school adjustment for children at risk of serious behavior problems. Journal of Emotional and Behavioral Disorders, 20(2), 105–114. doi:10.1177/1063426611418974
   Web of Science ®Google Scholar
• Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194–209. doi:10.1177/106342669600400401
   Web of Science ®Google Scholar
• Walker, H. M., & Severson, H. H. (1992). Systematic screening for behavior disorders (SSBD): User's guide and administration manual. Longmont, CO: Sopris West.
   Google Scholar
• Walker, H. M., Severson, H. H., Feil, E. G., Stiller, B., & Golly, A. (1998). First steps to success: Intervening at the point of school entry to prevent antisocial behavior patterns. Psychology in the Schools, 35, 259–269. doi:10.1002/(SICI)1520-6807(199807)35:3<259::AID-PITS6>3.0.CO;2-I
   Web of Science ®Google Scholar
• Walker, H. M., Severson, H. H., Todis, B. J., Block-Pedego, A. E., Williams, G. J., Haring, N. G., & Barckley, M. (1990). Systematic screening for behavior disorders (SSBD): Further validation, replication, and normative data. RASE: Remedial & Special Education, 11(2), 32–46. doi:10.1177/074193259001100206
   Web of Science ®Google Scholar