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This study assessed the influence of language on the ability of children identified as being at risk for internalizing behavior disorders to successfully participate in a social skills intervention program. Fourth and fifth grade students participated in Strong Kids: A Social and Emotional Learning Curriculum in Grades 4-8, a program which promotes emotional resiliency. The Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) and Children's Communication Checklist-Second Edition (CCC-2) were both completed to obtain a global language score and pragmatic language score. The Teacher's Report Form (TRF), a shortened 10-item version of the Internalizing Student Symptom Scale (ISSC), and a 20-item knowledge based assessment relating to the Strong Kids curriculum were completed prior to and after the intervention. These behavioral assessments were administered in order to determine improvement in academic performance, adaptive functioning, and behavioral/emotional problems with relation to language functioning. It was found that children with higher general language abilities made significantly positive improvements with regard to withdrawal than children with lower general language abilities on measures taken prior to and directly after the Strong Kids curriculum. Additionally, the ISSC revealed that children with lower general language abilities rated themselves as having significantly more positive changes in behavior than children with higher general language abilities on measures taken prior to and six weeks following the Strong Kids curriculum. Pragmatic functioning, determined by the CCC-2, was not associated with significant behavioral improvements between children with high and low pragmatic language skills.

Universal screening is an emerging practice in the field of education to provide at-risk students with early intervention services. Currently there is not a universal screener specifically designed for the middle school population. Therefore, the purpose of this study was to obtain junior high and middle school teachers' perspectives on behaviors exhibited by students at risk for emotional and behavioral disorders in order to develop preliminary test items. Several themes were identified from the teachers' perspectives. Teacher perspectives noted that at-risk students displayed a variety of internalizing and externalizing behaviors. These issues included difficulty maintaining peer and teacher relationships, difficulty with hygiene and sleep, challenging home and school relationships, and noncompliant behaviors. From these themes, the researcher created an initial item pool of 24 items, which can be used for future development of a screening instrument.

The goal of this study was to explore whether Strong Kids could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement Strong Kids as it was designed and whether they viewed it as socially valid. It used a non-equivalent control group design. The treatment school in the study involved 348 students and 17 teachers from a Title I school. School demographics indicated that 61% of students were Hispanic, 37% White, and 2% of other ethnicities. Approximately 82% of the students qualified for free or reduced lunch. Teachers at the treatment school taught Strong Kids for 12 weeks, permitted treatment fidelity observations, and completed a social validity questionnaire (with a subgroup also participating in a social validity focus group). The control school participants consisted of 266 students and 11 teachers. The control school was selected because it was demographically similar to the treatment school. Teachers at both treatment and control schools completed pretest and posttest ratings of each of their students' internalizing behaviors and peer-related prosocial behaviors using nationally normed scales. Analyses comparing teacher ratings of the treatment school with ratings at the control school were performed using a split-plot ANOVA. Scores for students identified as at-risk through school-wide screening were compared to students not identified as at-risk. Average scores on the social validity questionnaire were calculated, and a qualitative analysis of the focus group was performed. Results revealed that 82% of lesson components were fully implemented. Teacher ratings at the treatment school reflected a significant decrease in students' internalizing behaviors, while ratings at the control school increased. At-risk students showed significantly greater improvements on both internalizing and peer-relations subscales compared to non-at-risk students. Social validity results revealed that Strong Kids provided a common language for teachers and students to talk about feelings and an avenue for students to seek help. It also helped teachers set school-wide expectations for handling social and emotional concerns.

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No description available.

No description available.

No description available.

<p>Salivary cortisol and electrocardiogram data was collected at baseline and after a stress-anticipation task in extremely low birth weight (ELBW; < 1000 grams) survivors and normal birth weight (NBW) controls, in order to examine the moderating influence of emotion regulation on the relationship between being born at ELBW and internalizing problems in adulthood. The stress manipulation was an adapted Trier Social Stress Task. The participants were told they would have three minutes to create a speech on one of three predetermined topics (i.e., gun control, same sex marriage, or abortion). After three minutes passed, the particpants were told that there would be no speech. All participants showed a decrease in salivary cortisol levels throughout the day, and an increase in heart rate during the stress anticipation task. When a median split was used to create high and low stress reactive cortisol and heart rate groups, an interaction was found between birth status (ELBW vs. NBW) and group (High vs. Low Stress Reactive Cortisol) on self-reported internalizing problems (anxiety, depression, withdrawal). Those born at ELBW who had high stress reactive cortisol self-reported significantly higher levels of internalizing problems compared to ELBWs with low stress reactive cortisol. Those born at NBW did not differ on self-reported internalizing problems based on their stress reactive cortisol levels. When the moderating effect was probed with a linear regression analysis, the ELBW group was driving the relation between stress reactive cortisol levels and internalizing problems. Taken together, the results suggest that emotion regulation, as indexed by the neuroendocrine system, is moderating the relation between being born at ELBW and internalizing problems in adulthood. This is indicative of a differential susceptibility of risk and resilency in ELBW survivors depending on their ability to regulate their emotions, specifically during periods of stress.</p> / Master of Science (MSc)