Take CHARGE! A Randomized Controlled Trial of a Social Problem-Solving Curriculum to Support Students With Emotional and Behavioral Disorders

Abstract

Using a pre–post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, Take CHARGE!, based on a cognitive-behavioral approach, could improve students’ knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with emotional and behavioral disorders (EBD) in 11 self-contained classrooms. Dependent variables included student-report measures of problem-solving knowledge and skills. Findings indicated that the Take CHARGE! curriculum was related to significant increases in students’ social skills knowledge and problem-solving skills for middle school students with EBD. Teachers were able to implement the curriculum with a high degree of fidelity, and they indicated they would like to continue using it in the future. Implications for practicing teachers support the use of role-plays, think-alouds, and explicit instruction in problem-solving steps. Future research methodologies including observational research and longitudinal exploration are discussed.

Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action

“…In working with students with EBD, teachers are expected to take on many roles (e.g., model, surrogate parent, counselor, teacher, disciplinarian; Kaufman & Ring, 2011). When the relationship is good, research suggests students experience greater learning and exhibit fewer disruptive behaviors (Decker et al, 2007;Van Loan et al, 2019). However, poor relationships with students have been related to teacher attrition (Billingsley & Bettini, 2019) and greater stress (Yoon, 2002).…”

Evidence for the Technical Adequacy of the Risk Assessment and Distress Recovery: Examining Risks While Avoiding Profiling Youth With Mental Health Difficulties

“…Students with disabilities rated higher on depression, suicidal ideation, and narcissism. Prior research has confirmed students with disabilities are more depressed than their peers (Cullinan & Sabornie, 2004;Garwood et al, 2017;Maag & Reid, 2006;Nelson & Harwood, 2011;Van Loan et al, 2019) and more at risk for suicide (McMillan & Jarvis, 2013). However, we are unaware of prior research indicating youth with disabilities rate higher on narcissism than their typically developing peers.…”

Measuring Relationships Between Adolescents With Emotional and Behavioral Disorders and Their Teachers: A Psychometric Report

“…Total study participants included 11 self-contained classroom teachers and 92 middle school students with EBD distributed across nine schools located in a southeastern state. Participants were part of a separate randomized controlled trial (RCT) exploring a cognitive behavioral intervention (Van Loan, Garwood, Smith, & Daunic, in press). All assessments for the current study were completed prior to implementation of the intervention in the RCT.…”