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Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-Up Effect of Strong Kids on Social and Emotional Outcomes

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Title: Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-Up Effect of Strong Kids on Social and Emotional Outcomes
Language: English
Authors: Harlacher, Jason E., Merrell, Kenneth W.
Source: Journal of Applied School Psychology. 2010 26(3):212-229.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 18
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 3
Grade 4
Descriptors: School Psychologists, Questionnaires, Teachers, Emotional Development, Followup Studies, Social Development, Elementary School Students, Knowledge Level, Learning Processes, Program Effectiveness, Pretests Posttests, Interpersonal Competence, Generalization, Verbal Communication, Positive Reinforcement, Program Implementation
DOI: 10.1080/15377903.2010.495903
ISSN: 1537-7903
Abstract: The authors 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-grade students. Students were assigned to either the treatment or the wait-list condition and completed questionnaires on SEL knowledge and perceived use of SEL skills across 3 assessment periods (pretest, posttest, and follow-up). The classroom teachers also completed a social functioning questionnaire on each student at each assessment period. The classroom teachers implemented 12 weekly lessons from September to December, and 1 booster session in January. Generalization of SEL skills was promoted with verbal praise by treatment teachers to students outside of the lessons and by reminders to students to use the SEL skills they were learning. Fidelity of implementation was more than 85% and was measured by observing the number of components of the curriculum implemented. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre to posttest. These gains maintained at the 2-month follow-up period. The authors discuss the results in a schoolwide prevention framework and with implications for school psychologists. (Contains 4 tables and 4 figures.)
Abstractor: As Provided
Number of References: 33
Entry Date: 2010
Accession Number: EJ892354
Database: ERIC
FullText Text:
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  Data: Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-Up Effect of Strong Kids on Social and Emotional Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Harlacher%2C+Jason+E%2E%22">Harlacher, Jason E.</searchLink><br /><searchLink fieldCode="AR" term="%22Merrell%2C+Kenneth+W%2E%22">Merrell, Kenneth W.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+School+Psychology%22"><i>Journal of Applied School Psychology</i></searchLink>. 2010 26(3):212-229.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Followup+Studies%22">Followup Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: 10.1080/15377903.2010.495903
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  Data: 1537-7903
– Name: Abstract
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  Data: The authors 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-grade students. Students were assigned to either the treatment or the wait-list condition and completed questionnaires on SEL knowledge and perceived use of SEL skills across 3 assessment periods (pretest, posttest, and follow-up). The classroom teachers also completed a social functioning questionnaire on each student at each assessment period. The classroom teachers implemented 12 weekly lessons from September to December, and 1 booster session in January. Generalization of SEL skills was promoted with verbal praise by treatment teachers to students outside of the lessons and by reminders to students to use the SEL skills they were learning. Fidelity of implementation was more than 85% and was measured by observing the number of components of the curriculum implemented. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre to posttest. These gains maintained at the 2-month follow-up period. The authors discuss the results in a schoolwide prevention framework and with implications for school psychologists. (Contains 4 tables and 4 figures.)
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        Value: 10.1080/15377903.2010.495903
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      – SubjectFull: Learning Processes
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      – SubjectFull: Pretests Posttests
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      – TitleFull: Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-Up Effect of Strong Kids on Social and Emotional Outcomes
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