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Social-Emotional Learning Foundations Curriculum for K–1 Students at Risk for EBD: Differential Effects Based on Student EF Risk Profiles.

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Title: Social-Emotional Learning Foundations Curriculum for K–1 Students at Risk for EBD: Differential Effects Based on Student EF Risk Profiles.
Authors: Cumming, Michelle M. (AUTHOR), Poling, Daniel V. (AUTHOR), Qiu, Yuxi (AUTHOR), Schreiner, Nastasia (AUTHOR), Jones, Brian (AUTHOR), Daunic, Ann P. (AUTHOR), Corbett, Nancy (AUTHOR), Smith, Stephen W. (AUTHOR)
Source: Exceptional Children. Apr2026, Vol. 92 Issue 3, p264-285. 22p.
Subjects: Executive function, Social emotional learning, Early childhood education, Effective teaching, Treatment effectiveness, Behavior disorders
Abstract: Due to executive function's (EF) foundational role in students' school and lifelong success, school-based interventions that build EF (i.e., inhibitory control, working memory, cognitive flexibility) and related skills are critical, especially for students at risk for emotional and behavioral disorders (EBD). Social Emotional Learning Foundations (SELF), a Tier 2 literacy-integrated, social-emotional learning (SEL) intervention with a universal component, is one of the few SEL interventions focusing on K–1 students at risk for EBD. This intervention has shown promise in enhancing students' social-emotional competence, behavioral functioning, and EF. Yet, no prior studies have examined whether SELF's effectiveness varied based on student EF strengths and difficulties (i.e., EF risk profiles), which has implications for SELF implementation and adaptation. Thus, using data (n = 1,154) from a randomized control trial, we sought to determine whether SELF had differential effects based on student EF risk latent profiles. Secondarily, we wanted to explore if classroom quality (i.e., emotional support, classroom organization, and instructional support) moderated these effects. Results from multivariate regression analysis showed differential effects of SELF on students' social-emotional, behavioral, and EF outcomes. Latent transition analysis revealed that SELF was associated with changes in student EF risk profile membership, with gender and grade level differences. Exploratory results indicated that classroom quality may have served to moderate the relationships between SELF, EF risk profiles, and outcomes. We discuss implications for intervention efforts and future research. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Social-Emotional Learning Foundations Curriculum for K–1 Students at Risk for EBD: Differential Effects Based on Student EF Risk Profiles.
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Apr2026, Vol. 92 Issue 3, p264-285. 22p.
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  Data: Due to executive function's (EF) foundational role in students' school and lifelong success, school-based interventions that build EF (i.e., inhibitory control, working memory, cognitive flexibility) and related skills are critical, especially for students at risk for emotional and behavioral disorders (EBD). Social Emotional Learning Foundations (SELF), a Tier 2 literacy-integrated, social-emotional learning (SEL) intervention with a universal component, is one of the few SEL interventions focusing on K–1 students at risk for EBD. This intervention has shown promise in enhancing students' social-emotional competence, behavioral functioning, and EF. Yet, no prior studies have examined whether SELF's effectiveness varied based on student EF strengths and difficulties (i.e., EF risk profiles), which has implications for SELF implementation and adaptation. Thus, using data (n = 1,154) from a randomized control trial, we sought to determine whether SELF had differential effects based on student EF risk latent profiles. Secondarily, we wanted to explore if classroom quality (i.e., emotional support, classroom organization, and instructional support) moderated these effects. Results from multivariate regression analysis showed differential effects of SELF on students' social-emotional, behavioral, and EF outcomes. Latent transition analysis revealed that SELF was associated with changes in student EF risk profile membership, with gender and grade level differences. Exploratory results indicated that classroom quality may have served to moderate the relationships between SELF, EF risk profiles, and outcomes. We discuss implications for intervention efforts and future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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