The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students' Socioemotional Outcomes. (January 2021)

• Record Type: Journal Article
• Authors: Hart, Shelley R.; Domitrovich, Celene; Embry, Dennis D.; Becker, Kimberly; Lawson, April; Ialongo, Nicholas
• Other Names: Stormont Melissa guest-editor.; Reinke Wendy guest-editor.
• Is Part Of: Remedial and special education. Volume 42:Number 1(2021)
• Page Start: 31
• Page End: 43
• Publication Date: 2021-01
• Subjects: prevention -- randomized trial -- school-based -- special education -- aggression -- urban; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932520941603
• Languages: English
• ISSNs: 0741-9325

Abstract

A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes of students receiving special education services ( N = 650). A linear mixed model analysis of variance (ANCOVA) was conducted with school included as a random effect to examine planned comparisons between conditions. Significant interactions were probed using the Johnson–Neyman technique. For significant and trending results, effect sizes were calculated. Results demonstrated improvement for a number of socioemotional and behavioral variables for students in either intervention, however, the integration of PATHS to PAX appeared to have the most substantial impact for students in special education. Effect sizes ranged from 0.07 to 0.50.