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 |
| 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 |
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