Effect of Tools for Getting Along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study


SMITH S. W. , DAUNIC A. P. , Aydin B. , Van Loan C. L. , Barber B. R. , TAYLOR G. G.

SCHOOL PSYCHOLOGY REVIEW, vol.45, no.1, pp.73-92, 2016 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 45 Issue: 1
  • Publication Date: 2016
  • Doi Number: 10.17105/spr45-1.73-92
  • Title of Journal : SCHOOL PSYCHOLOGY REVIEW
  • Page Numbers: pp.73-92

Abstract

Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we conducted a partial replication of a randomized controlled field trial of the Tools for Getting Along curriculum designed to increase self-regulatory functions of upper elementary school students. We found main effects on social problem-solving and significant pretest-by-condition interaction effects on teacher-reported executive function, behavioral adjustment, and aggression. We also found interaction effects on student-reported anger. The current findings are similar to the results reported for the initial study. We also specified high-risk subsamples of students for each of eight outcome factors and found main effects on emotion regulation and positive social problem-solving and a marginally significant effect on metacognition.