Literaturnachweis - Detailanzeige
Autor/inn/en | Sullivan, Terri N.; Sutherland, Kevin S.; Farrell, Albert D.; Taylor, Katherine A. |
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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 |
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 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 |