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

Implementation of a cognitive-behavioral-based intervention for students with emotional/behavioral disorders

“…Significant results found for this high-risk group reported by Smith et al (2014) were emotional regulation with Hedges g = -3.04 and social problem-solving-positive with Hedges g = -4.08 (p < 0.05). Metacognition was significant at the p < 0.10 level, with a value of p = -4.67.…”

“…Several studies have been completed demonstrating the positive effects that TFGA has when used as a universal, preventive intervention. The studies (Daunic, Smith, Brank, & Penfield, 2006;Daunic, et al, 2012;Smith et al, 2014;Smith et al, 2016) found positive effects on students' problem-solving skills, improvement on teacher ratings of reactive and proactive aggression, lower risk on students' self-reports of outward expression of anger, positive effects on students' behavior and emotion regulation and metacognition, reduction in teachers' perception of impulsivity, improvement in teachers' perceptions of students' ability to selfmonitor, and improvement on students' approach to solving problems in a positive manner.…”

“…Following the completion of the second study conducted by Daunic et al 2012 2012and re-administered those measures as a one-year follow-up assessment to the Daunic et al (2012) study. Of the 1296 students who participated in the original study, followup assessments were administered to 720 students (Smith et al 2014). During interviews with the previous participants, it was noted that TFGA was not sustained in any of the treatment condition classrooms, nor was it implemented in any of the control condition classrooms.…”

“…75). Additionally, Smith et al (2016) sought to determine if TFGA would improve curriculum-related knowledge about social problem-solving and if the "outcomes for the students in the subgroup with the poorest scores on each outcome measure to follow up on findings related to pre-test-by-condition interaction effects and to examine social validity of the intervention." (pg.…”

“…Outcome measures were similar to the measures used by Daunic et al (2006), and the follow-up study by Smith et al (2014), which included the BRIEF, R/P, AESC, SPSI-R, CAB-T, and the TFGA Teacher Questionnaire. Measures were administered within 2 weeks of the training at the beginning of the school year and within 2 weeks at the end of TFGA instruction at the end of the school year.…”