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Autor/inn/en | Smith, Stephen W.; Daunic, Ann P.; Algina, James; Pitts, Donna L.; Merrill, Kristen L.; Cumming, Michelle M.; Allen, Courtney |
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Titel | Self-Regulation for Students with Emotional and Behavioral Disorders: Preliminary Effects of the "I Control" Curriculum |
Quelle | In: Journal of Emotional and Behavioral Disorders, 25 (2017) 3, S.143-156 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1538-4799 |
DOI | 10.1177/1063426616661702 |
Schlagwörter | Self Control; Student Behavior; Emotional Disturbances; Behavior Disorders; Middle School Students; Pretests Posttests; Program Effectiveness; Executive Function; Problem Solving; Self Contained Classrooms; Randomized Controlled Trials; Comparative Analysis; Intervention; Computer Assisted Instruction; Brain; Training; Goal Orientation; Computer Games; Questionnaires; Likert Scales; Check Lists; Child Behavior; Knowledge Level; Statistical Analysis; Florida; Child Behavior Checklist Selbstbeherrschung; Student behaviour; Schülerverhalten; Gefühlsstörung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Computer based training; Computerunterstützter Unterricht; Gehirn; Ausbildung; Zielorientierung; Zielvorstellung; Computer game; Computerspiel; Computerspiele; Fragebogen; Likert-Skala; Checkliste; Wissensbasis; Statistische Analyse |
Abstract | Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative settings. Yet, these commonplace practices may not foster the self-regulation processes necessary to override the habitual and negative response sequences that prohibit independent and sustained positive social functioning. As such, we developed "I Control," a curriculum to teach middle school students with significant behavior problems how to engage in appropriate social self-regulation. Pre-post pilot data analyses using "Mplus" from 152 students in 14 schools/17 classrooms indicated that students taught "I Control" evidenced more positive scores than controls on teacher-reported contextualized executive function, externalizing behavior problems, and general problem behavior, and student-reported emotional control, social problem solving, and externalizing and internalizing behavior problems. Also, students who were taught the curriculum had greater curricular knowledge than control students. These positive findings indicate that "I Control" warrants more extensive investigation. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |