xv, 149 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The present study examined the initial and follow-up effect of Strong Kids , a social and emotional learning (SEL) curriculum, among a sample of 106 third and fourth graders. Students were assigned by classroom to either the treatment or wait-list condition, and completed questionnaires on SEL knowledge ( Strong Kids Knowledge test) and perceived use of SEL skills (the Coping Scale, Social and Emotional Assets and Resiliency Scale) across 3 assessment periods (pre-testing, post-testing, and follow-up). The classroom teachers also completed a social functioning questionnaire (the School Social Behavior Scales-2nd edition) on each student at each assessment period. The classroom teachers implemented 12 weekly lessons across a 3-month time period and 1 booster session approximately 1 month after the last lesson. They also promoted generalization of SEL skills by providing praise and pre-correction to students on the SEL skills they were learning. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre-test to post-test. These gains maintained at the 2-month follow-up period, providing preliminary evidence of the preventative quality of SK . The results are discussed within the broader framework of a three-tiered model of support for SEL, and the possibility of using SK as a universal level of support within school. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences;
Robert Horner, Member, Special Education and Clinical Sciences;
Tary Tobin, Member, Special Education and Clinical Sciences;
Lynn Kahle, Outside Member, Marketing
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/10225 |
| Date | 06 1900 |
| Creators | Harlacher, Jason E., 1977- |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2009; |
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