Carol Klingbeil, Cori Gibson
The Teach Back Project: A System-wide Evidence Based Practice Implementation
Journal of pediatric nursing
study examined impact commonly adopted elementary universal socialemotional learning program second step student socialemotional academic outcomes following 2 years implementation clusterrandomized waitlist control trial included 61 schools 321 teachers 8941 early elementary students across 2 states assessments collected fall spring across 2 years developed 8 theoretically derived growth patterns potentially described intervention counterfactual conditions selected model greatest support data outcome informationtheoretic approach differences intervention control groups tested within bestfitting model order reduce misspecification maximize generalizability measures fit pattern students improved instructional time school summer data rarely fit commonly assumed linear growth model improvements related second step observed emotional symptoms hyperactivity skills learning emotion management modified either pretest levels student sex condition effects peer problems larger students initially low ratings boys boys also showed improvements conduct problems study impacts generally depend upon student grade level results confirmed importance identifying developmentally sensitive trajectories suggested important implications second step implementation early elementary grades psycinfo database record c 2019 apa rights reserved