ERIC Number: EJ1382576
Record Type: Journal
Publication Date: 2023-Jul
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-3007
EISSN: EISSN-1538-4772
Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems
Campbell, Aaron Rachelle; Sallese, Mary Rose; Thompson, Julie L.; Burke, Mack D.; Allen, Meghan L.
Journal of Positive Behavior Interventions, v25 n3 p147-158 Jul 2023
There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience.
Descriptors: Behavior Problems, Emotional Problems, African American Students, Grade 1, Grade 2, Elementary School Students, Intervention, At Risk Students, Social Emotional Learning, Student Behavior, Culturally Relevant Education, Student Attitudes
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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A