ERIC Number: EJ1070187
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Implementing "Strong Kids" School-Wide to Reduce Internalizing Behaviors and Increase Prosocial Behaviors
Kramer, Thomas J.; Caldarella, Paul; Young, K. Richard; Fischer, Lane; Warren, Jared S.
Education and Treatment of Children, v37 n4 p659-680 2014
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 non-equivalent control group design was used. The treatment school consisted of 348 student participants and 17 teacher participants in grades K-6. The control school consisted of 266 student participants and 11 teacher participants in grades K-6. 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 classrooms. Teachers were able to implement "Strong Kids" with a high level of fidelity and they held moderately favorable views of the program.
Descriptors: Student Behavior, Behavior Problems, Prosocial Behavior, Social Development, Behavior Modification, Program Effectiveness, Emotional Development, At Risk Students, Experimental Groups, Control Groups, Comparative Analysis, Program Implementation, Teacher Attitudes, Elementary School Students, Elementary School Teachers, Fidelity, Questionnaires, Likert Scales, Focus Groups, Quasiexperimental Design, Statistical Analysis, Pretests Posttests, Screening Tests, Qualitative Research
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Rating System; Systematic Screening for Behavior Disorders
Grant or Contract Numbers: N/A