Self-Regulation for Students with Emotional and Behavioral Disorders: Preliminary Effects of the "I Control" Curriculum

Autor/inn/en	Smith, Stephen W.; Daunic, Ann P.; Algina, James; Pitts, Donna L.; Merrill, Kristen L.; Cumming, Michelle M.; Allen, Courtney
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 kostenfreie Datei (2) Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01