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Several researchers have argued that the functional behavior assessment (FBA) and behavior intervention plan (BIP) mandates in the Individuals With Disabilities Education Act of 2004 have gone beyond the current research base. For instance, although BIPs have been shown to improve student outcomes when implemented with strict control and oversight by researchers, it is unclear whether these relationships hold true when implemented under real educational conditions. The purpose of this research was to conduct an initial study evaluating the relationship among the evidence-based quality of federally mandated BIPs, treatment integrity, and student outcomes under real-world educational conditions free from the help of researchers. Results indicated that the evidence-based quality of BIPs was significantly related to positive student outcomes. Results also supported the role of treatment integrity as a mediator of the relationship between the evidence-based quality of BIPs and student outcomes. The implications and limitations of this research as well as directions for future research are discussed.

The present study investigated the effectiveness of peer-mediated check-in/check-out (CICO) on the internalizing behaviors of elementary school students. A nonconcurrent multiple-baseline design across participants was utilized to evaluate the intervention's effectiveness for 3 students in 1st and 2nd grade. Two 5th grade students were trained to implement CICO under the supervision of an adult intervention specialist. The peer-mediated CICO procedure was effective for 2 of the 3 participants as evidenced by moderate to large effect sizes; however, all 3 participants were identified as "at-risk" on a universal screener for internalizing problems. The results suggest peer-mediated CICO may be a resource-efficient Tier II strategy to meet the needs of students engaging in internalizing behavior within a multitiered framework of service delivery.

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Students with internalizing behavior patterns are often overlooked and underserved in schools, which is problematic in that they are at risk for a host of negative outcomes. As a result, there is a need for universal screening procedures to proactively detect students with these behavior patterns and to provide them with early, ongoing supports. The purpose of this study was to examine the reliability, validity, and classification accuracy of the Student Internalizing Behavior Screener using a sample of elementary-age students. The results indicated that the screener demonstrated adequate evidence of reliability and validity. Results also revealed an optimal cutoff score to maximize accurate hits and minimize diagnostic errors, and they demonstrated that the screener was able to identify a unique group of behaviorally and emotionally at-risk students. The implications of the results are discussed, as well as the directions for future research on screening practices for students with internalizing behavior patterns.

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