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ERIC Number: EJ1151239
Record Type: Journal
Publication Date: 2017-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1538-4799
EISSN: N/A
Self-Regulation for Students with Emotional and Behavioral Disorders: Preliminary Effects of the "I Control" Curriculum
Smith, Stephen W.; Daunic, Ann P.; Algina, James; Pitts, Donna L.; Merrill, Kristen L.; Cumming, Michelle M.; Allen, Courtney
Journal of Emotional and Behavioral Disorders, v25 n3 p143-156 Sep 2017
Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative settings. Yet, these commonplace practices may not foster the self-regulation processes necessary to override the habitual and negative response sequences that prohibit independent and sustained positive social functioning. As such, we developed "I Control," a curriculum to teach middle school students with significant behavior problems how to engage in appropriate social self-regulation. Pre-post pilot data analyses using "Mplus" from 152 students in 14 schools/17 classrooms indicated that students taught "I Control" evidenced more positive scores than controls on teacher-reported contextualized executive function, externalizing behavior problems, and general problem behavior, and student-reported emotional control, social problem solving, and externalizing and internalizing behavior problems. Also, students who were taught the curriculum had greater curricular knowledge than control students. These positive findings indicate that "I Control" warrants more extensive investigation.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Child Behavior Checklist
IES Funded: Yes
Grant or Contract Numbers: R324A110182