Preventing Risk for Significant Behavior Problems Through a Cognitive-Behavioral Intervention: Effects of the Tools for Getting Along Curriculum at One-Year Follow-Up

Abstract

Efficient and effective social-emotional learning programs increase the likelihood of success in school for all students, and particularly for those who may develop emotional or behavior problems. In this study, we followed a sub-sample of students 1 year after their participation in a randomized controlled trial of the effects of the Tools for Getting Along (TFGA) curriculum. TFGA is a universally delivered, preventive cognitive-behavioral curricular intervention designed to improve upper elementary school students' emotional and behavioral self-regulation. To determine effects at 1-year follow-up, we assessed 720 out of the 1,296 original students across TFGA and control conditions on measures of curricular knowledge, teacher-rated executive function and behavior, and student-reported anger and social problem solving. Findings indicated a continued positive effect on curricular knowledge for students taught TFGA relative to controls. We also found significant pretest by condition interaction effects on teacher reports of skills associated with executive function, including inhibitory control and shift (cognitive flexibility), and on teacher reported internalizing and externalizing behavior. Specifically, students with poorer scores on these measures at pretest benefited from TFGA at follow-up relative to comparable students in the control condition. Finally, we found marginally significant pretest by condition interaction effects on proactive aggression, outward expressions of anger, and the executive function related skills of initiating activities and using working memory. Counter to expectations, we found negative TFGA effects on student-reported trait anger and anger control.

Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems

“…Although no current available school‐based prevention or intervention simultaneously targets perceived stress, EF, and stress regulation, researchers have found that direct training and specific school‐based programs have shown promising results for improving self‐regulation and EF abilities (Crone, ; Diamond, ; Diamond & Lee, ). Though the evidence is less supportive for the transfer and maintenance of EF skills through direct computerized training, school‐based programs have demonstrated positive EF outcomes across grade levels: Tools of the Mind (Blair & Raver, ), Chicago School Readiness Project (Raver et al, ), Promoting Alternative Thinking Strategies (Riggs, Greenberg, Kusché, & Pentz, ), and Tools for Getting Along (Smith et al, ). Importantly, Smith et al () recently piloted an intensive intervention ( I Control ) for middle school students with EBD that explicitly taught and targeted self‐regulation (including goal setting, emotion regulation, and social problem solving) and EF, and they discovered positive gains for those students most in need of intervention.…”

School-, Classroom-, and Dyadic-Level Experiences: A Literature Review of Their Relationship With Students’ Executive Functioning Development

“…Schoolwide and in-class universal social–emotional learning programs have demonstrated positive effects (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011); although no studies have yet tested the effects of these programs on EF maturation, they are associated with positive outcomes (e.g., improved school safety) that are related to EF maturation. Additionally, school-based programs have shown promising results for improving EF abilities across grade levels (e.g., Tools of the Mind [Blair & Raver, 2014], Tools for Getting Along [Smith et al, 2014]); as such, these kinds of programs could be good investments for schools. Future research should continue to evaluate effectiveness of programs that address school-based stress and student EF.…”

A Review of Social Problem-Solving Interventions

“… Note . SPS = social problem solving; SIP = social information processing; beh = behavior; gr = grade; obs = observations; Em Reg = emotion regulation; Peer Acc = peer acceptance; RA = random assignment; M = male; EBD = students with emotional and behavioral disorders; Y = yes; N = no; TR = teacher report on student behaviors; SR = student self-report; Peer = peer nomination. a Fraser et al (2011) is a 6-month follow-up study of Fraser et al (2005), and Smith et al (2014) is a 1-year follow-up study of Daunic et al (2012). …”

“… a Fraser et al (2011) is a 6-month follow-up study of Fraser et al (2005), and Smith et al (2014) is a 1-year follow-up study of Daunic et al (2012). …”