Social and emotional learning as a universal level of support: Evaluating the follow-up effect of Strong Kids on social and emotional outcomes

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dc.contributor.authorHarlacher, Jason E., 1977-
dc.date.accessioned2010-02-27T01:07:32Z
dc.date.available2010-02-27T01:07:32Z
dc.date.issued2009-06
dc.descriptionxv, 149 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractThe present study examined the initial and follow-up effect of Strong Kids , a social and emotional learning (SEL) curriculum, among a sample of 106 third and fourth graders. Students were assigned by classroom to either the treatment or wait-list condition, and completed questionnaires on SEL knowledge ( Strong Kids Knowledge test) and perceived use of SEL skills (the Coping Scale, Social and Emotional Assets and Resiliency Scale) across 3 assessment periods (pre-testing, post-testing, and follow-up). The classroom teachers also completed a social functioning questionnaire (the School Social Behavior Scales-2nd edition) on each student at each assessment period. The classroom teachers implemented 12 weekly lessons across a 3-month time period and 1 booster session approximately 1 month after the last lesson. They also promoted generalization of SEL skills by providing praise and pre-correction to students on the SEL skills they were learning. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre-test to post-test. These gains maintained at the 2-month follow-up period, providing preliminary evidence of the preventative quality of SK . The results are discussed within the broader framework of a three-tiered model of support for SEL, and the possibility of using SK as a universal level of support within school.en_US
dc.description.sponsorshipCommittee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Tary Tobin, Member, Special Education and Clinical Sciences; Lynn Kahle, Outside Member, Marketingen_US
dc.identifier.urihttps://hdl.handle.net/1794/10225
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2009;
dc.subjectSocial and emotional learningen_US
dc.subjectElementaryen_US
dc.subjectPreventionen_US
dc.subjectSocial skillsen_US
dc.subjectEmotional learningen_US
dc.subjectStrong Kidsen_US
dc.subjectBehavioral psychologyen_US
dc.subjectElementary educationen_US
dc.subjectEducational psychologyen_US
dc.subjectDevelopmental psychologyen_US
dc.subjectEducation, Elementary
dc.titleSocial and emotional learning as a universal level of support: Evaluating the follow-up effect of Strong Kids on social and emotional outcomesen_US
dc.typeThesisen_US

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