Campbell Aaron Rachelle, Sallese Mary Rose, Moeyaert Mariola, Calhoun T Elyse, Imler Madison H
Department of Special Education, University of Missouri.
Department of Curriculum and Instruction, University of Alabama at Birmingham.
Sch Psychol. 2025 Mar;40(2):223-236. doi: 10.1037/spq0000648. Epub 2024 Jul 25.
Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social-emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers' recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
教育工作者有责任为所有学生提供积极的学校体验，包括那些有情绪和行为障碍（EBD）或有患情绪和行为障碍风险的学生。有EBD或有患EBD风险的学生经历了多种负面结果，这些结果影响他们的学年，并且这些负面结果会延续到毕业之后。学校正在使用社会情感学习项目来培养学生在旨在帮助他们成功应对学校环境及总体生活的领域的能力。然而，研究尚未提供证据表明通用的社会情感学习（SEL）项目对黑人学生有效。本研究提供了关于一个干预方案有效性的数据，该方案由“强大儿童SEL项目”和一种针对服务不足社区农村地区的黑人学生进行文化调适的二级签到/签出（CICO）组成。SEL课程的文化调适是基于开发者的建议以及先前研究中的教师反馈，并纳入了焦点小组的意见。以文化调适的CICO形式提供行为管理支持给那些表现出干扰学习过程的外化行为的参与者。结果表明，经过文化调适的干预方案（SEL + CICO）与学生外化行为发生率的降低以及教师和学生之间强大的社会效度之间存在功能关系。分层线性模型显示，从基线阶段到干预阶段，外化行为有统计学上的显著下降，数据表明年级水平这一调节变量解释了干预效果的变异性。（《心理学文摘数据库记录》（c）2025美国心理学会，保留所有权利）
