dc.contributor.author | Smith, Stephen W. | |
dc.contributor.author | Daunic, Ann P. | |
dc.contributor.author | Aydın, Burak | |
dc.contributor.author | Van Loan, Christopher L. | |
dc.contributor.author | Barber, Brian R. | |
dc.contributor.author | Taylor, Gregory G. | |
dc.date.accessioned | 2020-12-19T19:55:38Z | |
dc.date.available | 2020-12-19T19:55:38Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Smith, S.W., Daunic, A.P., Aydin, B., Van Loan, C.L., barber, B.R. & Taylor, G.G. (2016). Effect of tools for getting along on student risk for emotional and behavioral problems in upper elementary classrooms: A replication study. School Psychology Review, 45(1), 73-92. https://doi.org/10.17105/SPR45-1.73-92 | en_US |
dc.identifier.issn | 0279-6015 | |
dc.identifier.uri | https://doi.org/10.17105/SPR45-1.73-92 | |
dc.identifier.uri | https://hdl.handle.net/11436/2570 | |
dc.description | Barber, Brian R/0000-0001-5271-0678; AYDIN, Burak/0000-0003-4462-1784 | en_US |
dc.description | WOS: 000400895400005 | en_US |
dc.description.abstract | Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we conducted a partial replication of a randomized controlled field trial of the Tools for Getting Along curriculum designed to increase self-regulatory functions of upper elementary school students. We found main effects on social problem-solving and significant pretest-by-condition interaction effects on teacher-reported executive function, behavioral adjustment, and aggression. We also found interaction effects on student-reported anger. the current findings are similar to the results reported for the initial study. We also specified high-risk subsamples of students for each of eight outcome factors and found main effects on emotion regulation and positive social problem-solving and a marginally significant effect on metacognition. | en_US |
dc.description.sponsorship | U.S. Department of Education, Institute of Education SciencesUS Department of Education [R324B060029] | en_US |
dc.description.sponsorship | This study was supported by a four-year grant from the U.S. Department of Education, Institute of Education Sciences (No. R324B060029), submitted to CFDA 84.324A, National Center for Special Education Research. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Natl Assoc School Psychologists | en_US |
dc.rights | info:eu-repo/semantics/closedAccess | en_US |
dc.subject | Information-processing factors | en_US |
dc.subject | Executive function | en_US |
dc.subject | Rating inventory | en_US |
dc.subject | Aggressive boys | en_US |
dc.subject | Self-esteem | en_US |
dc.subject | Children | en_US |
dc.title | Effect of tools for getting along on student risk for emotional and behavioral problems in upper elementary classrooms: A replication study | en_US |
dc.type | article | en_US |
dc.contributor.department | RTEÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü | en_US |
dc.contributor.institutionauthor | Aydın, Burak | |
dc.identifier.doi | 10.17105/SPR45-1.73-92 | |
dc.identifier.volume | 45 | en_US |
dc.identifier.issue | 1 | en_US |
dc.identifier.startpage | 73 | en_US |
dc.identifier.endpage | 92 | en_US |
dc.relation.journal | School Psychology Review | en_US |
dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |