Graduation Year

2023

Document Type

Ed. Specalist

Degree

*Ed.S.

Degree Name

Education Specialist (Ed.S.)

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

Evan H. Dart, Ph.D.

Committee Member

Shannon Suldo, Ph.D.

Committee Member

Nathaniel Von der Embse, Ph.D.

Keywords

Behavior Intervention, Externalizing, Middle School, Mentorship

Abstract

Parental incarceration affects approximately 3.5% of minors in the United States, or about 1 in every 28 children (Federal Interagency Forum on Children and Family Statistics, 2015). Parental incarceration is considered an adverse childhood experience (ACE). ACEs like parental incarceration are positively correlated with increased risk of injury, health problems, poorer attention and decision-making abilities, and difficulties forming healthy relationships (Center for Disease Control and Prevention, 2020). In addition, children who have experienced parental incarceration are also more likely to show increased internalizing and externalizing behaviors when compared to same-aged peers who do not have an incarcerated parent (Shlafer & Poehlmann, 2010). Interventions have been shown to be effective in reducing internalization for children of incarcerated parents (CoIP; Stump et al., 2018; Lopez & Bhat, 2007; King-White & Jeffries, 2019). However, there have been no interventions to date which address the externalizing behaviors within CoIP. Interventions which have been studied with CoIP have included strong mentorship components (King-White & Jeffries, 2019; Lopez & Bhat, 2007; Stump et al., 2018). Check, Connect, and Expect is a mentor-based intervention which has been shown to be effective in decreasing externalizing behaviors of students (Cheney et al., 2009). The purpose of this study is to examine the effectiveness of a modified Check, Connect, and Expect to reduce the externalizing behavior of CoIP in the classroom.

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