Take CHARGE! A Randomized Controlled Trial of a Social Problem-Solving Curriculum to Support Students With Emotional and Behavioral Disorders.
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...
| Publicado en: | Journal of Emotional & Behavioral Disorders Vol. 27; no. 3; pp. 143 - 154 |
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| Autores principales: | , , , |
| Formato: | equations & formulas research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137971042&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137971042 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10634266 EBD jtl: Journal of Emotional & Behavioral Disorders issn: 10634266 maglogo: N pubinfo: dt: Sep2019 vid: 27 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 137971042 137971042 137971042 10.1177/1063426617754083 137971042 ppf: 143 ppct: 11 formats: tig: atl: Take CHARGE! A Randomized Controlled Trial of a Social Problem-Solving Curriculum to Support Students With Emotional and Behavioral Disorders. aug: au: Van Loan, Christopher L. Garwood, Justin D. Smith, Stephen W. Daunic, Ann P. affil: Appalachian State University, Boone, NC, USA sug: subj: Social Problems Problem Solving Curriculum Support, Psychosocial Students, Middle School Child Behavior Disorders Human Pretest-Posttest Design Self Report Social Skills Randomized Controlled Trials ab: 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. pubtype: Academic Journal doctype: equations & formulas research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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