View in EDS

Validating the 2X10 Intervention

Saved in:
Bibliographic Details
Title: Validating the 2X10 Intervention
Language: English
Authors: Erin E. C. Henze (ORCID 0000-0003-3752-5559), Tyra Burley, Thomas Coon, Samantha Boggs, Arianna Kemp
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1490270
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Validating the 2X10 Intervention
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Erin+E%2E+C%2E+Henze%22">Erin E. C. Henze</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3752-5559">0000-0003-3752-5559</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tyra+Burley%22">Tyra Burley</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+Coon%22">Thomas Coon</searchLink><br /><searchLink fieldCode="AR" term="%22Samantha+Boggs%22">Samantha Boggs</searchLink><br /><searchLink fieldCode="AR" term="%22Arianna+Kemp%22">Arianna Kemp</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2025 29(3):575-589.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychology%22">School Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40688-024-00524-5
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2159-2020<br />2161-1505
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490270
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490270
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40688-024-00524-5
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 575
    Subjects:
      – SubjectFull: School Psychologists
        Type: general
      – SubjectFull: School Psychology
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Validity
        Type: general
    Titles:
      – TitleFull: Validating the 2X10 Intervention
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Erin E. C. Henze
      – PersonEntity:
          Name:
            NameFull: Tyra Burley
      – PersonEntity:
          Name:
            NameFull: Thomas Coon
      – PersonEntity:
          Name:
            NameFull: Samantha Boggs
      – PersonEntity:
          Name:
            NameFull: Arianna Kemp
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2159-2020
            – Type: issn-electronic
              Value: 2161-1505
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Contemporary School Psychology
              Type: main
ResultId 1