Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization among Middle School Students with Disabilities

Autor/inn/en	Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.
Titel	Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization among Middle School Students with Disabilities
Quelle	In: Remedial and Special Education, 36 (2015) 5, S.299-311 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514564564
Schlagwörter	Bullying; Middle School Students; Disabilities; Victims; Intervention; Prevention; Grade 6; Grade 8; Aggression; Social Development; Emotional Development; Curriculum Development; Empathy; Communication Skills; Emotional Response; Experimental Groups; Control Groups; Scores; Program Effectiveness; Antisocial Behavior; Measures (Individuals); Hierarchical Linear Modeling; Surveys; Statistical Analysis; Markov Processes; Monte Carlo Methods + Suchen Sie Ihr Suchwort? Mobbing; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Handicap; Behinderung; Victim; Opfer; Prävention; Vorbeugung; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Soziale Entwicklung; Gefühlsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Empathie; Kommunikationsstil; Emotionales Verhalten; Messdaten; Survey; Umfrage; Befragung; Statistische Analyse; Markowscher Prozess; Monte-Carlo-Methode
Abstract	Results of a 3-year randomized clinical trial of Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing bullying, physical aggression, and peer victimization among students with disabilities are presented. Teachers implemented 41 lessons of a sixth- to eighth-grade curriculum that focused on social-emotional learning (SEL) skills, including empathy, bully prevention, communication skills, and emotion regulation. Two school districts in a larger clinical trial provided disability information. All sixth-grade students (N = 123) with a disability were included in these analyses, including intervention (n = 47) and control (n = 76) conditions. Linear growth models indicated a significant intervention effect for bully perpetration; compared with students in the control condition, intervention students' bullying perpetration scale scores significantly decreased across the 3-year study (d = -0.20, 95% confidence interval = [-0.38, -0.03]). SEL offers promise in reducing bully perpetration among students with disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01