1:34 p.m.
One more from Dr. Campbell- very nice results….MDB
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fspq0000648
Campbell, A. R., Sallese, M. R., Moeyaert, M., Calhoun, T. E., & Imler, M. H. (2024).
Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for
rural black elementary learners at risk. School Psychology. Advance online publication.
https://doi.org/10.1037/spq0000648<https://psycnet.apa.org/doi/10.1037...
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) 2024 APA, all rights
reserved)
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University