A continuous improvement approach to social and emotional competency measurement

Davidson, Laura A.; Crowder, Marisa K.; Gordon, Rachel A.; Domitrovich, Celene E.; Brown, Randal D.; Hayes, Benjamin I.

doi:10.1016/j.appdev.2017.03.002

Cited by 52 publications

(64 citation statements)

References 10 publications

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“… b Count variable scored from 0 (no instances of any exemplars of bullying in the category) to 4 (4 or more instances of every exemplar of bullying in the category) [ 29 ]. c Scored from 1 to 4, where 4 is the optimal score [ 31 ]. d Seventh- and tenth-grade students only; scored from 0 to 4, where 4 is the optimal score [ 28 ].…”

Section: Resultsmentioning

confidence: 99%

“…Student receptivity to the intervention \was measured at 2-week posttest (intervention arm only) using questions to assess the degree to which they found the intervention to be enjoyable, interesting, a waste of time, boring, understandable, difficult to understand, believable, important, and helpful [ 30 ]. Social-emotional competence subdomains (social awareness, emotion regulation, relationship skills, and responsible decision-making) were measured at baseline and 2-week posttest (seventh and tenth grades only) using scales from the Washoe County School District Social-Emotional Competency Assessment (WCSD-SECA) [ 31 ]. These scales prompted students to “Please tell us how easy or difficult each of the following are for you,” with response options of 1= Very difficult , 2= Difficult , 3= Easy , and 4= Very easy .…”

Section: Methodsmentioning

confidence: 99%

“…These scales prompted students to “Please tell us how easy or difficult each of the following are for you,” with response options of 1= Very difficult , 2= Difficult , 3= Easy , and 4= Very easy . An example item from one scale is, “Getting along with my teachers.” Though the scales were previously developed to be reliable and valid [ 31 ], the items are relatively heterogeneous, perhaps contributing to their rather mediocre internal consistency with this sample [ITT pretest α=.57 (social awareness), .65 (emotion regulation), .68 (relationship skills), and .66 (responsible decision-making)].…”

Section: Methodsmentioning

confidence: 99%

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Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial

Agley¹,

Jun²,

Eldridge³

et al. 2021

JMIR Ment Health

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Background Schools increasingly prioritize social-emotional competence and bullying and cyberbullying prevention, so the development of novel, low-cost, and high-yield programs addressing these topics is important. Further, rigorous assessment of interventions prior to widespread dissemination is crucial. Objective This study assesses the effectiveness and implementation fidelity of the ACT Out! Social Issue Theater program, a 1-hour psychodramatic intervention by professional actors; it also measures students’ receptiveness to the intervention. Methods This study is a 2-arm cluster randomized control trial with 1:1 allocation that randomized either to the ACT Out! intervention or control (treatment as usual) at the classroom level (n=76 classrooms in 12 schools across 5 counties in Indiana, comprised of 1571 students at pretest in fourth, seventh, and tenth grades). The primary outcomes were self-reported social-emotional competence, bullying perpetration, and bullying victimization; the secondary outcomes were receptiveness to the intervention, implementation fidelity (independent observer observation), and prespecified subanalyses of social-emotional competence for seventh- and tenth-grade students. All outcomes were collected at baseline and 2-week posttest, with planned 3-months posttest data collection prevented due to the COVID-19 pandemic. Results Intervention fidelity was uniformly excellent (>96% adherence), and students were highly receptive to the program. However, trial results did not support the hypothesis that the intervention would increase participants’ social-emotional competence. The intervention’s impact on bullying was complicated to interpret and included some evidence of small interaction effects (reduced cyberbullying victimization and increased physical bullying perpetration). Additionally, pooled within-group reductions were also observed and discussed but were not appropriate for causal attribution. Conclusions This study found no superiority for a 1-hour ACT Out! intervention compared to treatment as usual for social-emotional competence or offline bullying, but some evidence of a small effect for cyberbullying. On the basis of these results and the within-group effects, as a next step, we encourage research into whether the ACT Out! intervention may engender a bystander effect not amenable to randomization by classroom. Therefore, we recommend a larger trial of the ACT Out! intervention that focuses specifically on cyberbullying, measures bystander behavior, is randomized by school, and is controlled for extant bullying prevention efforts at each school. Trial Registration Clinicaltrials.gov NCT04097496; https://clinicaltrials.gov/ct2/show/NCT04097496 International Registered Report Identifier (IRRID) RR2-10.2196/17900

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial

Agley¹,

Jun²,

Eldridge³

et al. 2021

JMIR Ment Health

View full text Add to dashboard Cite

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“…These items were chosen by accessing a freely available bank of SEL questions, then choosing items that mapped onto social skill domains teachers and students reported as important to them. At the time stakeholders accessed this database, items had been used across several school districts and tested for readability and usability (Crowder, Gordon, Brown, Davidson, & Domitrovich, 2019; Davidson et al., 2018). The bank from which these items were originally retrieved was primarily utilized with 5th–11th grade students (Davidson et al., 2018); therefore, teachers reviewed the items for readability, and the measure was run through an online readability software to ensure that it matched a fourth grade reading level.…”

Section: Methodsmentioning

confidence: 99%

Using child rights education to infuse a social justice framework into universal programming

Naser

Verlenden²,

Arora

et al. 2019

School Psychology International

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A key part of promoting social justice as school psychologists is infusing practice with actions that breakdown systems of inequity and incorporate systems of inclusion. The current manuscript provides a description of applying social justice as a framework in universal programming through child rights education. Additionally, the manuscript describes the use of action research methodology to incorporate a social justice perspective not only in program content but also in program development. Results of this project provide preliminary support for child rights education in impacting student’s knowledge regarding child rights, teacher acceptability of such programming, and modest impact on social and emotional skills related to interpersonal relationships in the classroom.

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“…This example thus illustrates that the conduct problem measure might be problematic to test differential susceptibility models where low and high scores are expected. A better measure for testing differential susceptibility using behaviour would be able to distinguish both low and high scores (e.g., Davidson et al 2018).…”

Section: Box 63: Example Of An Item Response Theory Model: Strengthsmentioning

confidence: 99%

Bridging the theory to evidence gap: a systematic review and analysis of individual × environment models of child development

Rankin¹

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A key theoretical principle of developmental psychology is that the response of individuals to developmental experiences can vary. This principle is exemplified in theoretical models of individual × environment interactions, including diathesis stress, differential susceptivity (biological sensitivity to context), and vantage sensitivity.Despite a theoretical underpinning and growing empirical base, there is considerable variability in evidence for these theoretical interactions and the literature has not always delivered well with definitive findings towards the provision of evidence-based interventions tailored to meet the needs of individual children.This thesis has therefore focused on understanding and bridging the gap between theory and evidence for specific individual × environment explanatory models of child behavioural outcomes.It examined the theory and evidence for moderation of parenting effects by child reactivity using a strategy of targeted review and empirical analysis. The thesis aimed to 1) systematically analyse the current literature to identify any patterns in the use of measurement and methods of analysis that might direct future research into individual × environment models. And, 2) conduct analyses using existing data (Longitudinal Study of Australian Children, Family Life Project) to explore effects of different measurements on individual × environment models; systematically examining effects of different measures of parenting, behavioural outcomes, and reactivity. A diagrammatic outline of the thesis is provided in Figure 1.Findings from both the systematic review and empirical analyses revealed that the gap between theory and evidence is extensive. A review of 542 individual × parenting interactions found that 86 were described as statistically reliable. However, within-and between-studies, these reliable interactions inconsistently supported different theoretical models and sporadically varied with measures of parenting, behaviour, and individual characteristics.Two empirical analysis chapters confirmed these inconsistencies. The first empirical study examined the interaction between parent-reported parenting (warmth and harshness) and parentreported temperament (persistence, introversion, reactivity, difficult composite) predicting parent and teacher reported behavioural outcomes (internalizing, externalizing, pro-social) in a longitudinal sample of 1289 Australian children at ages 4 and 6, and across ages 4, 6, and 8. By transparently examining the full matrix of analytical decisions, the results showed that 13 (2.5%) of 512 interactions were statistically reliable and that temperament moderated the effects of parenting on behaviour. However, these reliable interactions did not consistently support a theoretical model iii and varied with measures of parenting, temperament, and behaviour, the age of the child, and the reporter of behaviour.The second empirical chapter extended this analysis by considering four additional measurements and examining an additional data set of children fr...

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A continuous improvement approach to social and emotional competency measurement

Cited by 52 publications

References 10 publications

Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial

Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial

Using child rights education to infuse a social justice framework into universal programming

Bridging the theory to evidence gap: a systematic review and analysis of individual × environment models of child development

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