An Evaluation of Second Step: What Are the Benefits for Youth With and Without Disabilities?

Autor/inn/en	Sullivan, Terri N.; Sutherland, Kevin S.; Farrell, Albert D.; Taylor, Katherine A.
Titel	An Evaluation of Second Step: What Are the Benefits for Youth With and Without Disabilities?
Quelle	In: Remedial and Special Education, 36 (2015) 5, S.286-298 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515575616
Schlagwörter	Grade 6; Middle School Students; Violence; Prevention; Victims; Aggression; Intervention; Control Groups; Experimental Groups; Statistical Analysis; Gender Differences; Pretests Posttests; Program Evaluation; Program Effectiveness; Middle School Teachers; Disabilities; Special Education; Measures (Individuals); Likert Scales; Child Behavior; Check Lists; Statistical Distributions; Correlation; Emotional Response; Child Behavior Checklist + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gewalt; Prävention; Vorbeugung; Victim; Opfer; Statistische Analyse; Geschlechterkonflikt; Programme evaluation; Programmevaluation; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Messdaten; Likert-Skala; Checkliste; Wahrscheinlichkeitsverteilung; Korrelation; Emotionales Verhalten
Abstract	The impact of a school-based violence prevention program, Second Step, on peer victimization and aggression, and emotion regulation was evaluated among 457 sixth graders. A cluster-randomized trial was conducted with classrooms randomly assigned to intervention (n = 14) or control (n = 14) conditions. A repeated measures analysis of covariance on each measure was conducted using random effects. Several intervention effects were moderated by gender and disability status. Teacher-rated relational victimization at posttest decreased for students with disabilities in intervention but not control classrooms. Students without disabilities in intervention classrooms reported greater decreases from pretest to 6-month follow-up in overt aggression. Boys in the intervention classrooms had smaller increases in teacher-rated overt aggression at posttest than boys in control classrooms. Girls in intervention classrooms reported greater decreases from pretest to 6-month follow-up in relational aggression than girls in control classrooms. Study implications and directions for future research are discussed. (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