Validating the 2X10 Intervention
Saved in:
| Title: | Validating the 2X10 Intervention |
|---|---|
| Language: | English |
| Authors: | Erin E. C. Henze (ORCID |
| Source: | Contemporary School Psychology. 2025 29(3):575-589. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | School Psychologists, School Psychology, Intervention, Teacher Student Relationship, Elementary Secondary Education, Student Behavior, Classroom Techniques, Behavior Modification, Validity |
| DOI: | 10.1007/s40688-024-00524-5 |
| ISSN: | 2159-2020 2161-1505 |
| Abstract: | There is a strong need for school psychologists to have knowledge of interventions to support students' behavior and promote positive student-teacher relationships. The 2 × 10 intervention is an efficient strategy that shares features of other validated interventions but has not been extensively studied. This paper presents the results of two studies conducted in different K12 settings that examined the effects of the 2 × 10 intervention on student-teacher relationships and student behaviors in the classroom. Results indicate mixed effects on student behavior and generally positive results on teacher-student relationships. Discussion focuses on results, implications for school psychologists who are charged with supporting evidence based behavioral interventions in the schools, and directions for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490270 |
| Database: | ERIC |
| Abstract: | There is a strong need for school psychologists to have knowledge of interventions to support students' behavior and promote positive student-teacher relationships. The 2 × 10 intervention is an efficient strategy that shares features of other validated interventions but has not been extensively studied. This paper presents the results of two studies conducted in different K12 settings that examined the effects of the 2 × 10 intervention on student-teacher relationships and student behaviors in the classroom. Results indicate mixed effects on student behavior and generally positive results on teacher-student relationships. Discussion focuses on results, implications for school psychologists who are charged with supporting evidence based behavioral interventions in the schools, and directions for future research. |
|---|---|
| ISSN: | 2159-2020 2161-1505 |
| DOI: | 10.1007/s40688-024-00524-5 |
