Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders

Autor/inn/en	Zeng, Songtian; Benner, Gregory J.; Silva, Rayann M.
Titel	Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders
Quelle	In: Education and Treatment of Children, 39 (2016) 4, S.593-616 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Summer Programs; At Risk Students; Emotional Disturbances; Behavior Disorders; Feasibility Studies; Program Effectiveness; Quasiexperimental Design; Pretests Posttests; Elementary School Students; Grade 4; Experimental Groups; Control Groups; Comparative Analysis; Enrichment Activities; Self Management; Peer Relationship; Interpersonal Competence; Conflict Resolution; Literacy; Skill Development; Scores; Achievement Gains; Student Improvement; Public Schools; Achievement Tests; Reading Tests; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Statistical Analysis; Multivariate Analysis; Strengths and Difficulties Questionnaire; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Sommerkurs; Gefühlsstörung; School year 04; 4. Schuljahr; Schuljahr 04; Bereicherungsprogramm; Selbstmanagement; Peer-Beziehungen; Interpersonale Kompetenz; Conflict solving; Konfliktlösung; Konfliktregelung; Alphabetisierung; Schreib- und Lesefähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Achievement gain; Leistungssteigerung; Public school; Öffentliche Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Fragebogen; Screening-Verfahren; Statistische Analyse; Multivariate Analyse
Abstract	The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below proficient on the state standardized literacy assessment and had social emotional/behavioral difficulties. Baseline equivalence on key factors (e.g., age, ethnicity) was established. Both the treatment and the comparison groups received the same dosage of intensive literacy instruction for five weeks, while the treatment group received embedded or explicated social emotional learning opportunities through a variety of enrichment activities related to self-regulation skills, appropriate peer interaction skills, emotional regulation skills, and conflict resolution strategies. Results indicated that both groups improved their literacy skills. Moreover, the treatment group significantly improved their emotional symptoms and peer problem scores, while the comparison group's social emotional behavior remained stable or slightly declined. The results of this study demonstrate initial evidence to support the use of an integrated (i.e., academic and enrichment activities) summer learning model for students at risk for EBD. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01