Mentoring to Promote Courage and Confidence Among Elementary School Students With Internalizing Problems: A Single-Case Design Pilot Study

Aria E. Fiat, Clayton R. Cook, Yanchen Zhang, Tyler L. Renshaw, Polocarpio DeCano, Jillian S. Merrick

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

There is a paucity of selective, Tier 2 interventions that educators can implement for students with internalizing problems as part of their schools' Multi-Tiered Systems of Supports. To fill this void, the authors' purpose was to evaluate the efficacy, acceptability, and integrity of a structured school-based mentoring program, the Courage and Confidence Mentor Program (CCMP), for elementary students. A single-case experimental multiple baseline design across participants was used to evaluate the efficacy of the CCMP with 6 students. Visual analysis of the results and single-case effect size estimates revealed that all but 1 of the participants demonstrated noticeable reductions in internalizing problems as measured by teacher-completed direct behavior ratings. Findings were confirmed by other dependent variables gathered from students and teachers. Limitations of the methods and directions for future research involving Tier 2 interventions for elementary students with internalizing problems are discussed.

Original languageEnglish (US)
Pages (from-to)261-287
Number of pages27
JournalJournal of Applied School Psychology
Volume33
Issue number4
DOIs
StatePublished - Oct 2 2017

Keywords

  • Mentoring
  • internalizing
  • mental health
  • tier 2

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