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Examining the efficacy of universally delivered social and emotional learning curriculum, second step
Title
Examining the efficacy of universally delivered social and emotional learning curriculum, second step
Abstract
Since the establishment of social emotional learning (SEL) as a conceptual framework to increase students’ prosocial and emotional competencies, research has been conducted to provide an evidence base to its programmatic effects. This study examined the efficacy of S...
Show moreSince the establishment of social emotional learning (SEL) as a conceptual framework to increase students’ prosocial and emotional competencies, research has been conducted to provide an evidence base to its programmatic effects. This study examined the efficacy of Second Step, a universally delivered SEL curriculum. Evidence of efficacy is supplied through a mixed-method research design providing three separate data metrics for quantitative and qualitative analysis. The sample set was derived from the behavior data of 505 students who attended a suburban K-5 elementary school in northwest Pennsylvania for two consecutive years. Also included in the sample are 22 teachers who participated in a voluntary survey. Quantitative analysis was conducted through a quasi-experimental design utilizing a McNemar test to determine the statistical significance of negative behavior prevalence in comparing two school years. Additional quantitative data was supplied through a Likert-scale questionnaire. Contextual qualitative information was supplied from an open-ended survey. Through this study, it was determined that the Second Step SEL program had a statistically significant impact on the behaviors of students as well as an impact on the climate of the building. While teachers felt the stress of teaching the newly implemented SEL curriculum during the COVID-19 pandemic, results from the study suggest that the benefits of implementing the program outweighed this negative effect. Results also showed an impact on students in the special education emotional support subgroup. The evidence this study provides will help schools work to strengthen their students’ social, emotional, and behavioral capacities.
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Year Issued
2021
Author
Jablonski, Joseph
Sub-title
a mixed-method study of the effects on regular and special education student behavior and teacher instructional competence
The experience of principals serving as PBIS internal coaches
Title
The experience of principals serving as PBIS internal coaches
Abstract
Effective principals and internal coaches play a crucial role in implementing and maintaining a positive behavior interventions and supports (PBIS) framework within schools. In addition to managing increased expectations, stress, and accountability of the principalsh...
Show moreEffective principals and internal coaches play a crucial role in implementing and maintaining a positive behavior interventions and supports (PBIS) framework within schools. In addition to managing increased expectations, stress, and accountability of the principalship, certain building administrators assume the role of internal PBIS coaches. The purpose of this qualitative descriptive study is to explore and analyze the experiences of principals who serve in this dual capacity. Specifically, the advantages and limitations principals face when acting as PBIS team leaders are the focus of this evaluation, which will assist in addressing a gap in the current literature. Utilizing a purposeful sample of 10 principals from Pennsylvania schools, the researcher conducted semi-structured interviews to gather the participants' insights and utilize a phenomenological analysis to capture the essence of their shared experience. The findings of this research equip school leaders and educational facilitators with valuable insights to support the design and preservation of effective PBIS frameworks.
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Year Issued
2025
Author
Lord, Michael
Sub-title
A phenomenological study
Exploring student understanding and perception of crisis intervention using a trauma informed approach versus a restraint based system
Title
Exploring student understanding and perception of crisis intervention using a trauma informed approach versus a restraint based system
Year Issued
2022
Abstract
The purpose of this study was to understand the perspectives of students who have experienced two different types of crisis intervention for aggressive or self-injurious behaviors, one being restraint and the other a restraint-free, trauma-informed approach. Studies ...
Show moreThe purpose of this study was to understand the perspectives of students who have experienced two different types of crisis intervention for aggressive or self-injurious behaviors, one being restraint and the other a restraint-free, trauma-informed approach. Studies on the use of restraint have found that it has detrimental emotional and physical effects, along with the risk of injury and death. Emerging research into the use of trauma-informed approaches (TIA) has demonstrated that they can substantially reduce or effectively negate the need for restrictive practices. For the purposes of this qualitative study, participants were in grades six through twelve and had a history with both restraint and Ukeru™. All were recruited from one school district in Pennsylvania and took part in face-to-face interviews with the researcher. Resulting themes confirmed previous negative associations with restraint. Conversely, Ukeru™ was described using neutral or positive terms and was deemed a safer option when students recalled experiences. The results of this study indicate that schools can safely support students in crisis without the use of restraint using Ukeru™, a TIA that avoids re-traumatization, increases safety, and maintains connections with staff.
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Author
Triana, Mary
Impact of the partial functional assessment and skill-based treatment in public school classrooms
Title
Impact of the partial functional assessment and skill-based treatment in public school classrooms
Year Issued
2024
Abstract
Students with autism who engage in severe problem behavior are more likely to be placed in restrictive environments, including separate schools. Research has been conducted to show that severe problem behavior can be decreased while increasing contextually appropriat...
Show moreStudents with autism who engage in severe problem behavior are more likely to be placed in restrictive environments, including separate schools. Research has been conducted to show that severe problem behavior can be decreased while increasing contextually appropriate behavior through the use of a performance-based practical functional assessment and skill-based treatment in a clinical setting or when pulled out from the classroom to receive intervention 1:1. However, the published research is not conducive to public school settings with a lack of space and a lack of staff. This study seeks to close this research gap by investigating the impact of the practical functional assessment and skill-based treatment when used in a public school classroom. Practical functional assessments and skill-based treatment were conducted in public school classrooms with seven students to determine their impact on the students’ rate of problem behavior, mastery of contextually appropriate behaviors, percentage of participation across the school day, and ratings on the Behavioral Health Index. The study found that participation, mastery of contextually appropriate behaviors, and ratings on the Behavioral Health Index increased for all students. The rate of severe problem behavior decreased for five of the seven students and increased for two of the seven students. This study is a starting point for research on practical functional assessment and skill-based treatment in public school classrooms. Future researchers can continue this work to lend itself to a larger population.
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Author
Walsh, Melissa
Teacher preparedness for educating students with emotional disturbances within the inclusive setting
Title
Teacher preparedness for educating students with emotional disturbances within the inclusive setting
Year Issued
2022
Abstract
Approximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (Nation...
Show moreApproximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (National Center for Education Statistics (NCES), 2020). Many of these students are included with general education peers and taught by general education teachers. While the teachers strive to implement supports and services to provide an equitable education, it appears that teachers do not enter the field with foundational knowledge or practice. Research has focused on pre-service teacher programs as well as preparedness of teachers to work with students of specific disabilities such as autism spectrum disorder and students who are deaf or hard of hearing. Other research has focused on teacher's literacy in the field of mental health and awareness around mental health needs of students. This study aims to bridge the gap between these areas of research. The study design utilized an interview of twelve current general education teachers to gain information regarding teacher’s pre-service training and experience in supporting students with emotional disturbance within the inclusive setting. Information gained from this study can inform future programming for general educators to best support students with emotional disturbance in the inclusive setting.
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Author
Susan Stegman