An Evaluation of Second Step: What Are the Benefits for Youth With and Without Disabilities?. (September 2015)

• Record Type: Journal Article
• Authors: Sullivan, Terri N.; Sutherland, Kevin S.; Farrell, Albert D.; Taylor, Katherine A.
• Is Part Of: Remedial and special education. Volume 36:Number 5(2015:Sep./Oct.)
• Page Start: 286
• Page End: 298
• Publication Date: 2015-09
• Subjects: special education -- middle/junior high -- program evaluation; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932515575616
• Languages: English
• ISSNs: 0741-9325

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.