Effect of Tools for Getting Along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study

Article accepted by previous Editor

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.

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.

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Additional information

Notes on contributors

Stephen W. Smith

Stephen W. Smith is a professor in the Special Education Program, College of Education, University of Florida, Gainesville, Florida.

Ann P. Daunic

Ann P. Daunic is a scholar in the Special Education Program, College of Education, University of Florida, Gainesville, Florida.

Burak Aydin

Burak Aydin is an assistant professor, Department of Educational Sciences, College of Education, Recep Tayyip Erdoğan University, Rize, Turkey.

Christopher L. Van Loan

Christopher L. Van Loan is an associate professor in the Special Education Program, Reich College of Education, Appalachian State University, Boone, North Carolina.

Brian R. Barber

Brian R. Barber is an assistant professor of special education, School of Lifespan Development and Educational Sciences, Kent State University, Kent, Ohio.

Gregory G. Taylor

Gregory G. Taylor is Teaching Faculty I, School of Teacher Education, Florida State University, Tallahassee, Florida.