Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum

Daunic, Ann P.; Smith, Stephen W.; Garvan, Cynthia Wilson; Barber, Brian R.; Becker, Mallory K.; Peters, Christine; Taylor, Gary; Loan, Christopher L. Van; Li, Wei; Naranjo, Arlene

doi:10.1016/j.jsp.2011.09.003

Cited by 45 publications

(75 citation statements)

References 71 publications

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“…Data for this study were compiled from a large dataset collected by the Prevention Research Team (PRT). The PRT examined the effectiveness of a cognitive–behavioral intervention, Tools for Getting Along (see Daunic, Smith, Brank, & Penfield, ; Daunic et al., ), and collected pre‐ and post‐test data on students and teachers from 2006 to 2009 in North Central Florida. Pre‐test data were used in the current study to avoid any effects that Tools for Getting Along may have had on the students’ behavior or teachers’ ratings.…”

Section: Methodsmentioning

confidence: 99%

Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings

et al. 2014

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The aim of the current study was to examine mean-group differences on behavior rating scales and variables that may predict such differences. Sixty-five teachers completed the Clinical Assessment of Behavior-Teacher Form (CAB-T) for a sample of 982 students. Four outcome variables from the CAB-T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean-group differences across outcome variables for student gender, race/ethnicity, and free or reduced-price lunch status; and examine whether teacher variables predicted teacher-specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher-and school-level variables. Several mean-group differences emerged, and some teacher-specific differences in ratings across groups were predicted by teacher self-efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience. C 2014 Wiley Periodicals, Inc. Mean-Group Differences in Behavior Ratings 453rating scales as part of the evaluation. Within recent years, many researchers have examined the completion of behavior rating scales in an attempt to assess the possibility of teacher bias (Cohen, DuRant, & Cook, 1988). Several studies indicate that African American students tend to be rated as exhibiting more problematic behavior than Caucasian students do. On the Conner's Teacher Rating Scale (Conners, 1973), for example, African American students were rated significantly worse than were Caucasian students on the conduct disorders subscale (Cohen et al., 1988). Similar results were found in studies by Epstein, March, Conners, and Jackson (1998) and Sbarra and Pianta (2001).Some researchers have examined the interaction of teacher and student race/ethnicity on teachers' ratings of student behavior (Cullinan & Kauffman, 2005;Rayfield, 1997;Rong, 1996). Results of this research have been mixed, with some studies indicating the presence of teacher bias toward racial/ethnic minority students and other studies showing no difference in ratings between Caucasian and racial/ethnic minority teachers. For example, Rong (1996) examined the interaction of student and teacher gender and race/ethnicity on social behavior ratings on the Behavioral Assessment System for Children (BASC;Reynolds & Kamphaus, 1992). After controlling for socioeconomic status (SES), Rong found that African American teachers produced similar ratings for African American and Caucasian students on all of the BASC subscales. Caucasian teachers, however, rated African American students significantly lower than Caucasian students on several of the prosocial subscales. Downey and Pribesh (2004) also found that African American students received less-favorable ratings than their Caucasian peers did. However, when teachers' race/ethnicity was taken into account statistically, they found that African American students were rated more favorably by African American teachers than were Caucasian students by Caucasian te...

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Section: Methodsmentioning

confidence: 99%

Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings

et al. 2014

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“…Currently, there are trauma-based interventions for youth and it can be beneficial to incorporate strategies into these interventions that not only incorporate social problem skills, but also these youths’ self-efficacy about using problem solving skills in social situations. Some studies have yielded some success in targeting social problem-solving skills among large samples of African American youth in schools (Daunic et al, 2012). Other programs in schools and in the community have been effective at developing prevention strategies and targeting efforts aimed at reducing gangs, violence, and improving youths’ conflict resolution skills (Howell, 2000; McMahon et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Higher scores suggest a respondent likely possesses more effective problem-solving skills, whereas lower scores are indicative of more dysfunctional problem solving strategies. This measure has been used in studies with African American samples (Kasckow et al, 2010; Daunic et al, 2012). In the current sample, the internal consistency of the SPSI-R was .89.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students

Coker

Ikpe²,

Brooks

et al. 2014

Journ Child Adol Trauma

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This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided.

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“…During their developmental years, children and adolescents spend a substantial amount of time in school settings, which are primary contexts for students' social and emotional development (Daunic et al, 2012). Within this setting, students are exposed to complex and sometimes stressful social interactions that might provoke negative emotions, such as anger, prompting them to use appropriate coping strategies.…”

Section: Importance Of the School Context In Understanding Angermentioning

confidence: 99%

An Examination of the Factorial Invariance and Refinement of the Multidimensional School Anger Inventory for Five Pacific Rim Countries

Furlong

You

Smith

et al. 2013

International Journal of School & Educational Psychology

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Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum

Cited by 45 publications

References 71 publications

Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings

Understanding Disproportionate Representation in Special Education by Examining Group Differences in Behavior Ratings

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students

An Examination of the Factorial Invariance and Refinement of the Multidimensional School Anger Inventory for Five Pacific Rim Countries

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