Title: Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
Abstract: Child DevelopmentVolume 82, Issue 2 p. 533-554 Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research Stephanie M. Jones, Stephanie M. Jones Harvard UniversitySearch for more papers by this authorJoshua L. Brown, Joshua L. Brown Fordham UniversitySearch for more papers by this authorJ. Lawrence Aber, J. Lawrence Aber New York UniversitySearch for more papers by this author Stephanie M. Jones, Stephanie M. Jones Harvard UniversitySearch for more papers by this authorJoshua L. Brown, Joshua L. Brown Fordham UniversitySearch for more papers by this authorJ. Lawrence Aber, J. Lawrence Aber New York UniversitySearch for more papers by this author First published: 10 March 2011 https://doi.org/10.1111/j.1467-8624.2010.01560.xCitations: 198 concerning this article should be addressed to Stephanie M. Jones, Harvard Graduate School of Education, 14 Appian Way, Cambridge, MA 02138. Electronic mail may be sent to [email protected]. The original research and analyses presented in this article were supported by grants from IES (# R305LO30003) and W. T. Grant Foundation (#1656) to Lawrence Aber (PI) and from W. T. Grant Foundation (#7520) and NIMH (#1R01MH082085-01A2) to Joshua Brown and Stephanie Jones (PIs). The authors are very grateful to Tom Roderick and his entire staff at the Morningside Center for their talent at and commitment to developing and implementing the 4Rs (Reading, Writing, Respect, and Resolution) and to a rigorous external evaluation of the 4Rs. The authors are also enormously grateful to the many postdoctoral fellows, doctoral students, and research assistants at New York University, Fordham University, and Harvard University who have helped in every phase of the work reported here, from data collection through data analysis. Finally, we are grateful to the many thousands of students, hundreds of teachers, and dozens of schools who have made this work possible. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children’s social-emotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in 18 elementary schools. Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior. In addition, there were effects of the intervention on children’s math and reading achievement for those identified by teachers at baseline at highest behavioral risk. These findings are interpreted in light of developmental cascades theory and lend support to the value of universal, integrated interventions in the elementary school period for promoting children’s social-emotional and academic skills. Supporting Information Table S1. Psychometric and Descriptive Characteristics of Dependent Variables at Wave 1 (Baseline), Wave 2, Wave 3, and Wave 4 by Intervention and Control Schools Filename Description CDEV_1560_sm_TableS1.doc77.5 KB Supporting info item Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article. References Aber, J. L., Brown, J., Chaudry, N., Jones, S. M., & Samples, F. (1996). The evaluation of the Resolving Conflict Creatively Program: An overview. American Journal of Preventive Medicine, 12(5), 82–90. Aber, J. L., Brown, J. L., & Jones, S. M. (2003). 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Publication Year: 2011
Publication Date: 2011-03-01
Language: en
Type: article
Indexed In: ['crossref', 'pubmed']
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