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http://crossmark.crossref.org/dialog/?doi=10.1007/s11121-016-0670-3&domain=pdf
Web End = Prev Sci (2016) 17:981991 DOI 10.1007/s11121-016-0670-3
http://crossmark.crossref.org/dialog/?doi=10.1007/s11121-016-0670-3&domain=pdf
Web End = What Constitutes High-Quality Implementation of SEL Programs? A Latent Class Analysis of Second Step Implementation
Sabina Low1 & Keith Smolkowski2 & Clay Cook3
Published online: 26 July 2016# Society for Prevention Research 2016
Abstract With the increased number of schools adopting social-emotional learning (SEL) programming, there is increased emphasis on the role of implementation in obtaining desired outcomes. Despite this, the current knowledge of the active ingredients of SEL programming is lacking, and there is a need to move from a focus on Bwhether^ implementation matters to Bwhat^ aspects of implementation matter. To address this gap, the current study utilizes a latent class approach with data from year 1 of a randomized controlled trial of Second Step (61 schools, 321 teachers, over 7300 students). Latent classes of implementation were identified, then used to predict student outcomes. Teachers reported on multiple dimensions of implementation (adherence, dosage, competency), as well as student outcomes. Observational data were also used to assess classroom behavior (academic engagement and disruptive behavior). Results suggest that a three-class model fits the data best, labeled as high-quality, low-engagement, and low-adherence classes. Only the low-engagement class showed significant associations with poorer outcomes, when compared to the high-quality class (not the low-adherence class). Findings are discussed in terms of implications for program development and implementation science more broadly.
Keywords Implementation . Social-emotional learning . Fidelity . Early intervention
Although school success is most often associated with academic milestones, there is increasing evidence that social-emotional competenciesin the form of self-management, self-awareness, problem solving, and relationship skillsoperate alongside and in conjunction with cognitive skills to facilitate school and life success (Bradshaw, Zmuda, Kellam, and Ialongo 2009; Denham et al. 2012). As a result, there has been increased adoption of social-emotional learning (SEL) programming in schools and correspondingly, increasing emphasis on rigorous evaluations of their impacts. Indeed, the Collaborative for Academic and SEL (CASEL; http://www.casel.org
Web End =www.casel. http://www.casel.org
Web End =org ) outlines 19 elementary programs that have explicit instruction in SEL and are evidence-based and delivered in the classroom settings. Given increased adoption of SEL programming, there is increased attention on the role of implementation of school-based programs in obtaining desired outcomes (Domitrovich...