Social and emotional learning as a universal level of support: Evaluating the follow-up effect of Strong Kids on social and emotional outcomes
Datum
2009-06
Autor:innen
Zeitschriftentitel
ISSN der Zeitschrift
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Verlag
University of Oregon
Zusammenfassung
The 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.
Beschreibung
xv, 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.
Schlagwörter
Social and emotional learning, Elementary, Prevention, Social skills, Emotional learning, Strong Kids, Behavioral psychology, Elementary education, Educational psychology, Developmental psychology, Education, Elementary