Abstract

Social Emotional Learning (SEL) has demonstrated utility to schools. Research has shown how SEL programs can be used to improve behavior, academics, and school climate. However, SEL is most often utilized to improve behaviors that are necessary to function within the mores and norms of a classroom setting. These behaviors can be categorized as meeting expectations of the classroom climate; however, there is a lack of research demonstrating that the implementation of an SEL curriculum can also increase the frequency of behaviors that go above and beyond these basic expectations. In order to increase the frequency of behaviors that go above and beyond the expected behavior of students, research is needed to determine if an SEL curriculum can be implemented to systematically and explicitly teach above and beyond behaviors. The present study addressed this hypothesis by implementing the PurposeFull People social emotional learning curriculum in three elementary school classrooms. Above and beyond behaviors were recorded weekly by independent observers before and after the curriculum was introduced and effects were evaluated within a multiple-baseline design across three classrooms. Results indicate that there was limited effect according to Tau-U statistical analysis and visual analysis. Teacher implementation fidelity, social validity of the PurposeFull People program, and limitations to the study are also discussed.

Advisor

Kevin Filter

Committee Member

Angelica Aguirre

Committee Member

Elyse Farnsworth

Committee Member

Laura Strunk

Date of Degree

2022

Language

english

Document Type

Dissertation

Degree

Doctor of Psychology (PsyD)

Program of Study

School Psychology

Department

Psychology

College

Social and Behavioral Sciences

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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In Copyright