Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems Academic Article

abstract

• There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience.

authors

• Thompson, Julie

published proceedings

• JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS

altmetric score

• 15.7

author list (cited authors)

• Campbell, A. R., Sallese, M. R., Thompson, J. L., Burke, M. D., & Allen, M. L.

citation count

• 0

complete list of authors

• Campbell, Aaron Rachelle||Sallese, Mary Rose||Thompson, Julie L||Burke, Mack D||Allen, Meghan L

publication date

• July 2023

publisher

• SAGE Publications  Publisher

published in

• Journal of Positive Behavior Interventions  Journal

keywords

• Culturally Adapted
• Positive-behavior Supports
• Single-case Research
• Social-emotional Interventions

Digital Object Identifier (DOI)

• 10.1177/10983007221133525

start page

• 147

end page

• 158

volume

• 25

issue

• 3

URL

• http://dx.doi.org/10.1177/10983007221133525