Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities

Autor/inn/en	Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.
Titel	Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities
Quelle	In: Remedial and Special Education, 37 (2016) 6, S.323-332 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515627475
Schlagwörter	Longitudinal Studies; Prosocial Behavior; Academic Ability; Middle School Students; Disabilities; Peer Relationship; Bullying; Student School Relationship; Empathy; Caring; Intervention; Grades (Scholastic); Standardized Tests; Scores; Student Records; Comparative Analysis; Student Behavior; Hypothesis Testing; Curriculum; Program Effectiveness; Statistical Analysis; Randomized Controlled Trials; Student Surveys; Markov Processes; Monte Carlo Methods; Illinois; Kansas + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Handicap; Behinderung; Peer-Beziehungen; Mobbing; Schüler-Lehrer-Beziehung; Empathie; Care; Pflege; Sorge; Betreuung; Notenspiegel; Standadised tests; Standardisierter Test; Schülerakte; Student behaviour; Schülerverhalten; Hypothesenprüfung; Hypothesentest; Curricula; Lehrplan; Rahmenplan; Statistische Analyse; Schülerbefragung; Markowscher Prozess; Monte-Carlo-Methode
Abstract	This 3-year study evaluated the effectiveness of the Second Step-Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12 schools in Midwest United States. Students labelled with a disability were selected for inclusion. Students completed self-report measures of school belonging, empathy, caring, and willingness to intervene in bullying situations. Report card grades and standardized test scores were collected from school records. Students with disabilities in the intervention schools reported a statistical and clinical significant increase in willingness to intervene in bullying incidents in comparison with students with disabilities in control schools and an increase of half a grade on their report cards in comparison with the control sample. The current study demonstrates the promise of social-emotional learning programming for 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