The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes
Bibliographic Data
| ID | 21561149 |
|---|---|
| Authors | Shelley R Hart (0000-0003-2755-2748, California State University, Chico, corresponding author), Celene E Domitrovich (0000-0002-6641-7699, Georgetown University Medical Center, Washington, DC, USA), Dennis D Embry (0000-0003-3393-0178, PAXIS Institute, Tucson, AZ, USA), Kimberly D Becker (0000-0003-2381-8588, University of South Carolina, Columbia, USA), April Lawson (0000-0002-7948-3652, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA), Nicholas S Ialongo (0000-0002-0818-5025, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA) |
| Year | 2021 |
| Volume | 42 |
| Issue | 1 |
| Pages | 31-43 |
| Publication date | 2021-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Remedial and Special Education (JOURNAL) |
| Journal identifiers | ISSN: 0741-9325 • E-ISSN: 1538-4756 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0741932520941603 |
| OpenAlex | W3046056197 |
| Language | EN |
| Citations received | 2 |
| References cited | 43 |
A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes of students receiving special education services ( N = 650). A linear mixed model analysis of variance (ANCOVA) was conducted with school included as a random effect to examine planned comparisons between conditions. Significant interactions were probed using the Johnson–Neyman technique. For significant and trending results, effect sizes were calculated. Results demonstrated improvement for a number of socioemotional and behavioral variables for students in either intervention, however, the integration of PATHS to PAX appeared to have the most substantial impact for students in special education. Effect sizes ranged from 0.07 to 0.50
Analysis of covariance · Developmental psychology · Mathematics education · Psychological intervention · Random assignment · Socioemotional selectivity theory · Special education · Statistics · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Mathematics · Psychology · Youth Development and Social Support
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The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students
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How to Select, Calculate, and Interpret Effect Sizes
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Novice teachers’ conceptions of fairness in inclusion classrooms
Proximal Impact of Two First‐Grade Preventive Interventions on the Early Risk Behaviors for Later Substance Abuse, Depression, and Antisocial Behavior
Effect of first‐grade classroom environment on shy behavior, aggressive behavior, and concentration problems
A randomized controlled trial of the combination of two school-based universal preventive interventions
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| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |