Article2012

Coping Power Dissemination Study: Intervention and Special Education Effects on Academic Outcomes

John E. Lochman · Caroline Lewczyk Boxmeyer · Nicole P. Powell · Lixin Qu A · Karen Wells · Michael T. Windle

46 citations0/0 files storedBehavioral Disorders

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Behavioral and Psychological Studies

Abstract

This study examines whether a school-based preventive intervention for children with aggressive behavior affects children's academic outcomes when it is implemented by school counselors in a dissemination field trial. The Coping Power program targets empirical risk factors for aggressive behavior and focuses primarily on teaching social and emotional skills rather than directly intervening around academic performance. This study examined the long-term effects (2 years postintervention) of Coping Power on language arts and mathematics grades in 531 children from 57 schools. Prior analyses found that students of counselors who received intensive training in how to implement Coping Power (CP-IT) had broad improvements in teacher-rated social and academic skills and in teacher-, parent-, and self-reported externalizing behavior problems in comparison to children in a control group and to children whose counselor received more basic training in Coping Power (Lochman et al., 2009). In the present study, students with CP-IT counselors had smaller declines in language arts grades through a 2-year follow-up than children in the control group. Significant effects of CP-IT on mathematics grades were not observed. Special education status did not moderate intervention effects, indicating that special education students’ academic outcomes were affected in similar ways by the intervention in comparison with students not in special education. Intervention effects were not evident for children who had basic-trained counselors. These findings have implications for educational policy and underscore the potential for school-based social-emotional interventions such as Coping Power to have a long-term impact on children's academic outcomes.

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References

2011The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions 2011Evidence‐Based Psychotherapies for Children and Adolescents 1997Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth.2000Prosocial Foundations of Children's Academic Achievement 2001The prevention of mental disorders in school-aged children: Current state of the field.2007Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions 1989Early Predictors of Adolescent Aggression and Adult Violence 2002Children's social behaviors as predictors of academic achievement: A longitudinal analysis.

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2014Counselor-Level Predictors of Sustained Use of an Indicated Preventive Intervention for Aggressive Children

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