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Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems

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Title: Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems
Language: English
Authors: Campbell, Aaron Rachelle (ORCID 0000-0001-9289-2955), Sallese, Mary Rose, Thompson, Julie L. (ORCID 0000-0002-2361-1707), Burke, Mack D., Allen, Meghan L.
Source: Journal of Positive Behavior Interventions. Jul 2023 25(3):147-158.
Availability: 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://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Grade 2
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
DOI: 10.1177/10983007221133525
ISSN: 1098-3007
1538-4772
Abstract: 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1382576
Database: ERIC
FullText Text:
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  Data: Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems
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  Data: <searchLink fieldCode="AR" term="%22Campbell%2C+Aaron+Rachelle%22">Campbell, Aaron Rachelle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9289-2955">0000-0001-9289-2955</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sallese%2C+Mary+Rose%22">Sallese, Mary Rose</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Julie+L%2E%22">Thompson, Julie L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2361-1707">0000-0002-2361-1707</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><br /><searchLink fieldCode="AR" term="%22Allen%2C+Meghan+L%2E%22">Allen, Meghan L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. Jul 2023 25(3):147-158.
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  Data: 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://sagepub.com
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  Data: Y
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Problems%22">Emotional Problems</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: 10.1177/10983007221133525
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  Data: 1098-3007<br />1538-4772
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  Label: Abstract
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  Data: 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.
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  Data: 2023
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  Data: EJ1382576
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        Value: 10.1177/10983007221133525
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      – Text: English
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      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Emotional Problems
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      – SubjectFull: African American Students
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 2
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Student Behavior
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Student Attitudes
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      – TitleFull: Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems
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