Kenneth A. Dodge
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@article{fds272050,
Author = {Conduct Problems Prevention Research Group},
Title = {The effects of a multiyear universal social-emotional
learning program: The role of student and school
characteristics.},
Journal = {Journal of consulting and clinical psychology},
Volume = {78},
Number = {2},
Pages = {156-168},
Publisher = {American Psychological Association (APA)},
Year = {2010},
Month = {April},
ISSN = {0022-006X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000276572800003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {<h4>Objective</h4>This article examines the impact of a
universal social-emotional learning program, the Fast Track
PATHS (Promoting Alternative Thinking Strategies) curriculum
and teacher consultation, embedded within the Fast Track
selective prevention model.<h4>Method</h4>The longitudinal
analysis involved 2,937 children of multiple ethnicities who
remained in the same intervention or control schools for
Grades 1, 2, and 3. The study involved a clustered
randomized controlled trial involving sets of schools
randomized within 3 U.S. locations. Measures assessed
teacher and peer reports of aggression, hyperactive-disruptive
behaviors, and social competence. Beginning in first grade
and through 3 successive years, teachers received training
and support and implemented the PATHS curriculum in their
classrooms.<h4>Results</h4>The study examined the main
effects of intervention as well as how outcomes were
affected by characteristics of the child (baseline level of
problem behavior, gender) and by the school environment
(student poverty). Modest positive effects of sustained
program exposure included reduced aggression and increased
prosocial behavior (according to both teacher and peer
report) and improved academic engagement (according to
teacher report). Peer report effects were moderated by
gender, with significant effects only for boys. Most
intervention effects were moderated by school environment,
with effects stronger in less disadvantaged schools, and
effects on aggression were larger in students who showed
higher baseline levels of aggression.<h4>Conclusions</h4>A
major implication of the findings is that well-implemented
multiyear social-emotional learning programs can have
significant and meaningful preventive effects on the
population-level rates of aggression, social competence, and
academic engagement in the elementary school
years.},
Doi = {10.1037/a0018607},
Key = {fds272050}
}