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Implementing Strong Kids School-Wide to Reduce Internalizing Behaviors and Increase Prosocial Behaviors

Implementing Strong Kids School-Wide to Reduce Internalizing Behaviors and Increase Prosocial... EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Thomas J. Kramer Paul Caldarella K. Richard Young Lane Fischer Jared S. Warren Brigham Young University Abstract Instruction and training in social and emotional learning (SEL) is an important component in addressing the emotional and behavioral needs of students. This study is the first to examine whether Strong Kids, an SEL program, delivered school-wide in all classrooms, could result in decreased internalizing behaviors and increased prosocial behaviors for both at-risk and general education students. This study also evaluated whether teachers could implement Strong Kids as designed and whether they viewed it as socially valid. A nonequivalent control group design was used. The treatment school consisted of 348 student participants and 17 teacher participants in grades K­6. The control school consisted of 266 student participants and 11 teacher participants in grades K­6. Pretest and posttest teacher ratings revealed significant decreases in students' internalizing behaviors at the treatment school, while these behaviors increased at the control school. Students at risk for emotional and behavioral disorders improved significantly more than those not at risk on ratings of internalizing symptoms and prosocial behaviors, even when the intervention was delivered school-wide in all http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Implementing Strong Kids School-Wide to Reduce Internalizing Behaviors and Increase Prosocial Behaviors

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 Thomas J. Kramer Paul Caldarella K. Richard Young Lane Fischer Jared S. Warren Brigham Young University Abstract Instruction and training in social and emotional learning (SEL) is an important component in addressing the emotional and behavioral needs of students. This study is the first to examine whether Strong Kids, an SEL program, delivered school-wide in all classrooms, could result in decreased internalizing behaviors and increased prosocial behaviors for both at-risk and general education students. This study also evaluated whether teachers could implement Strong Kids as designed and whether they viewed it as socially valid. A nonequivalent control group design was used. The treatment school consisted of 348 student participants and 17 teacher participants in grades K­6. The control school consisted of 266 student participants and 11 teacher participants in grades K­6. Pretest and posttest teacher ratings revealed significant decreases in students' internalizing behaviors at the treatment school, while these behaviors increased at the control school. Students at risk for emotional and behavioral disorders improved significantly more than those not at risk on ratings of internalizing symptoms and prosocial behaviors, even when the intervention was delivered school-wide in all

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Oct 16, 2014

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