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Strong Kids Research Studies

To date, several studies have been conducted that have evaluated the impact, efficacy, social validity, and other aspects of the Strong Kids programs. In general, these studies have produced positive results, showing that exposure to these social-emotional learning programs produces significant and large increases in knowledge of social-emotional concepts and coping skills. In some cases, decreases in problem symptoms have been noted, as well as increases in social-emotional competence. Several of these studies have also documented the social validity and treatment fidelity of the Strong Kids programs, as well as convergent validity among assessment measures and correlations across among theoretical constructs of interest.

The following is an an alphabetical list of references to these studies, with links to research reports and some abstracts. The number of studies involving Strong Kids continues to grow, and we will post new research reports on this website as they become available.

Berry-Krazmien, C., & Torres-Fernandez, I. (2007, March). Implementation of the Strong Kids curriculum in a residential facility. Poster presentation at the meeting of the National Association of School Psychologists, New York.

Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). The effects of Strong Start on second grades students' emotional and social competence. Early Childhood Education Journal, 37(1), 51-56.

Castro Olivo, S. (2006). The effects of a culturally-adapted social-emotional learning curriculum on social-emotional and academic outcomes of latino immigrant high school students. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

Faust, J. J. (2006). Preventing depression and anxiety: An evaluation of a social-emotional curriculum. Unpublished education specialist project, University of Wisconsin, Whitewater. Abstract, PDF document

Feuerborn, L. L. (2004). Promoting emotional resiliency through classroom instruction: The effects of a classroom-based prevention program. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF of Powerpoint Presentation (21 pages)

Gueldner, B. A. (2006). An investigation of the effectiveness of a social-emotional learning program with middle school students in a general education setting and the impact of consultation support using performance feedback. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

Harlacher, J. E. (2008). Social and emotional learning as a universal level of support: Evaluating the follow-up effect of Strong Kids on social and emotional outcomes. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

Isava, D. M. (2006). An investigation of the impact of a social-emotional learning curriculum on problem symptoms and knowledge gains among adolescents in a residential treatment center. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social-emotional learning in kindergarten classrooms: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303-398

Levitt, V. H. (2009). Promoting social-emotional competency through quality teaching practices: The impact of consultation on a multidimensional treatment integrity model of the Strong Kids program. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

Nakayama, N. J. (2008). An investigation of the impact of the Strong Kids curriculum on social-emotional knowledge and symptoms of elementary aged students in a self-contained special education setting. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

Marchant, M., Brown, M., Caldarella, P., & Young, E. (2010a). Effects of Strong Kids curriculum on students with internalizing behaviors: A pilot study. Journal of Evidence-Based Practices for Schools, 11, 124-143.

Marchant, M., Brown, M., Caldarella, P., & Young, E. (2010b). Internalizing behavior problems: Strong Kids curriculum responds to the hidden challenge. Journal of Evidence-Based Practices for Schools, 11, 144-148,

Merrell, K. W. (2010). Linking prevention science and social-emotional learning: The Oregon Resiliency Project. Psychology in the Schools, 47(1), 55-70.

Merrell, K. W., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Impact of Strong Kids and Strong Teens on students' social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24, 209-224.

Tran, O. K. (2007). Promoting social and emotional learning in schools: An investigation of massed versus distributed practice schedules and social validity of the Strong Kids curriculum in late elementary aged students. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

Whitcomb, S. A. (2009). Strong Start: Impact of Direct Teaching of a Social Emotional Learning Curriculum and Infusion of Skills on Emotion Knowledge of First Grade Students. Unpublished doctoral dissertation, University of Oregon, Eugene. Abstract, PDF document

 

 
 
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