This study used extant data to examine the role of executive functioning (EF) and intervention dosage in predicting student behavioral outcomes throughout a social-emotional intervention. Data were collected in 19 kindergarten classrooms in Midwest public schools during the 2010-2011 academic year. The sample included 260 students with approximately 49% (n = 126) identified by parents as female and approximately 52% (n = 134) identified by parents as male. Factor analyses and correlational analyses were conducted with all observed behaviors and with all rating scale and task-based EF measures to detect underlying constructs for analysis. However, neither the behaviors nor the rating scale EF measures demonstrated adequately sized correlations to justify combining them into composite variables. Therefore, rating scale EF measures were entered independently into analyses for individual behavioral outcomes. Generalized additive models (GAM) were used to determine the significance of increased exposure to the intervention and various rating scale and task-based measures of EF for prosocial (i.e., cooperative play, on-task, and helping) and maladaptive (i.e., disruptive, physically aggressive, and verbally aggressive) behaviors. Results indicate that some behavioral outcomes improved significantly during the intervention, while most were unaffected. Parent and teacher ratings were predictive of some behavioral outcomes; however, there was no evidence that task-based measures were significant predictors of any classroom behaviors. These results highlight the value and complexity of classroom behavioral observations, as well as the importance of improving understandings of which social-emotional curricula are most effective for addressing both prosocial and maladaptive behaviors, as well as the underlying mechanisms responsible for their efficacy. / School Psychology
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/10712 |
| Date | 08 1900 |
| Creators | Mager Garfield, Emma |
| Contributors | Tobin, Renée Margaret, Jiang, Xu (Psychologist), Schneider, W. Joel, Sandilos, Lia |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 287 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/10674, Theses and Dissertations |
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