Social-Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers' Interactions with Students.

Social-emotional learning interventions are intended to improve classroom dynamics and have the potential to enhance the well-being of students and their teachers. Using data drawn from an effectiveness trial of the Social Skills Improvement System SEL Edition Classwide Intervention Program (SSIS SEL CIP; Elliott and Gresham in SSIS SEL Edition Classwide Intervention Program manual, Pearson, Inc., 2017), the present quantitative study explored associations between classroom implementation of a universal SEL program, teachers' emotional well-being, and teacher-student interactions. The results from a sample of 80 first- and second-grade teachers located in three socioeconomically and geographically diverse regions of the USA indicated that implementation of the SSIS SEL CIP curriculum was positively associated with teachers' classroom organization skills at the end of the year. Findings also revealed an interaction between treatment condition and teacher emotional well-being such that control teachers with lower well-being also had lower quality classroom organization but this association did not exist for teachers in the intervention condition. Findings suggest that implementation of the SSIS SEL CIP may help to preserve positive teacher-student interactions even when teachers are reporting lower levels of emotional well-being.

Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries.

The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania). The purpose of the current study was to examine concurrent and predictive evidence for the SEL Composite scores from the translated versions of the SSIS SELb Scales. Results indicated that SSIS SELb Composite scores demonstrated expected positive concurrent and predictive relationships with scores from the Connor-Davidson Resilience Scale (CD-RISC) and negative relationships with scores from the problem behavior scales of the Strengths and Difficulties Questionnaire (SDQ). Although there were a few exceptions, these patterns generally were consistent across informants (parents, teachers, and students) and samples providing initial validity evidence for the Composite score from the translated versions of the SSIS SELb Scales. Limitations and future research directions are discussed.

Newborn Screening for X-Linked Adrenoleukodystrophy in Nebraska: Initial Experiences and Challenges.

X-linked adrenoleukodystrophy (X-ALD) is a neurodegenerative disease caused by pathogenic variants in ABCD1 resulting in defective peroxisomal oxidation of very long-chain fatty acids. Most male patients develop adrenal insufficiency and one of two neurologic phenotypes: a rapidly progressive demyelinating disease in mid-childhood (childhood cerebral X-ALD, ccALD) or an adult-onset spastic paraparesis (adrenomyeloneuropathy, AMN). The neurodegenerative course of ccALD can be halted if patients are treated with hematopoietic stem cell transplantation at the earliest onset of white matter disease. Newborn screening for X-ALD can be accomplished by measuring C26:0-lysophosphatidylcholine in dried blood spots. In Nebraska, X-ALD newborn screening was instituted in July 2018. Over a period of 3.3 years, 82,920 newborns were screened with 13 positive infants detected (4 males, 9 females), giving a birth prevalence of 1:10,583 in males and 1:4510 in females. All positive newborns had DNA variants in ABCD1. Lack of genotype-phenotype correlations, absence of predictive biomarkers for ccALD or AMN, and a high proportion of ABCD1 variants of uncertain significance are unique challenges in counseling families. Surveillance testing for adrenal and neurologic disease in presymptomatic X-ALD males will improve survival and overall quality of life.

Evaluating measurement of longitudinal education data using the Measurement Model of Derivatives.

The Measurement Model of Derivatives (MMOD; Estabrook, 2015) provides the opportunity to evaluate and refine measurement scales used in longitudinal studies to clarify their theoretical distinctions and relationship to academic achievement. We demonstrate this using three teacher-rated scales of child self-regulatory behavior obtained from the Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011; Tourangeau et al., 2019). Data-driven factor structures were generated using a training sample (N = 2821), then compared using the MMOD to the theoretical measurement structure on a holdout sample (N = 2822). Finally, to externally validate their utility, the best-fitting data-driven measurement structure was compared to the theoretical structure in their ability to predict academic achievement on a validation sample (N = 5643). We discuss theoretical implications for self-regulation, as well as the MMODs applicability to other educational data sets.

Newborn Screening for X-Linked Adrenoleukodystrophy: Review of Data and Outcomes in Pennsylvania.

X-linked adrenoleukodystrophy (X-ALD) is the most common peroxisomal disorder. It results from pathogenic variants in ABCD1, which encodes the peroxisomal very-long-chain fatty acid transporter, causing a spectrum of neurodegenerative phenotypes. The childhood cerebral form of the disease is particularly devastating. Early diagnosis and intervention improve outcomes. Because newborn screening facilitates identification of at-risk individuals during their asymptomatic period, X-ALD was added to the Pennsylvania newborn screening program in 2017. We analyzed outcomes from the first four years of X-ALD newborn screening, which employed a two-tier approach and reflexive ABCD1 sequencing. There were 51 positive screens with elevated C26:0-lysophosphatidylcholine on second-tier screening. ABCD1 sequencing identified 21 hemizygous males and 24 heterozygous females, and clinical follow up identified four patients with peroxisomal biogenesis disorders. There were two false-positive cases and one false-negative case. Three unscreened individuals, two of whom were symptomatic, were diagnosed following their young siblings' newborn screening results. Combined with experiences from six other states, this suggests a U.S. incidence of roughly 1 in 10,500, higher than had been previously reported. Many of these infants lack a known family history of X-ALD. Together, these data highlight both the achievements and challenges of newborn screening for X-ALD.

Examining teacher approaches to implementation of a classwide SEL program.

Scale-up of universal social-emotional learning (SEL) programs has become a priority in schools to promote positive social outcomes for all students. Although studies have examined student outcomes associated with school-based SEL when extensive training and support are provided, research on teacher SEL implementation practices under typical conditions has received far less attention. As such, this study examined the first-year universal SEL implementation practices of 41 teachers across 13 schools in three states. School personnel made all decisions regarding approaches to training, support, and program implementation of a manualized program delivered at the classroom level to first- and second-grade students. Within this authentic context for implementation, variability was observed in selection of skills units, number of lessons taught, and adherence to lesson activities and scripts. Coding of teacher anecdotal reports revealed that perceived student needs, classroom context demands, and school-level factors informed teachers' implementation of the program. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Examining Rater Effects on the Classroom Assessment Scoring System.

The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher-child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sample of 77 teachers who were rated by 13 observers. Results indicated significant rater effects across all three CLASS domains. Adjusting for these effects, however, did not improve relations between CLASS scores and child outcomes. Implications for the CLASS and related assessments are discussed.

Newborn Screening for Pompe Disease: Pennsylvania Experience.

Pennsylvania started newborn screening for Pompe disease in February 2016. Between February 2016 and December 2019, 531,139 newborns were screened. Alpha-Glucosidase (GAA) enzyme activity is measured by flow-injection tandem mass spectrometry (FIA/MS/MS) and full sequencing of the GAA gene is performed as a second-tier test in all newborns with low GAA enzyme activity [<2.10 micromole/L/h]. A total of 115 newborns had low GAA enzyme activity and abnormal genetic testing and were referred to metabolic centers. Two newborns were diagnosed with Infantile Onset Pompe Disease (IOPD), and 31 newborns were confirmed to have Late Onset Pompe Disease (LOPD). The incidence of IOPD + LOPD was 1:16,095. A total of 30 patients were compound heterozygous for one pathogenic and one variant of unknown significance (VUS) mutation or two VUS mutations and were defined as suspected LOPD. The incidence of IOPD + LOPD + suspected LOPD was 1: 8431 in PA. We also found 35 carriers, 15 pseudodeficiency carriers, and 2 false positive newborns.

The SSIS SEL Brief Scales-Student Form: Initial development and validation.

The SSIS SEL Brief Scales-Student Form (SSIS SELb-S) was developed to create an efficient assessment of students' social and emotional learning (SEL). Using item response theory with ratings from 800 students in Grades 3-12 from the standardization sample, 20 items were selected from the full-length SSIS SEL Rating Form - Student to maximize score information and rating efficiency. After identifying items for the SSIS SELb-S, we conducted several reliability and validity analyses. These analyses provided initial support for the use of the SSIS SELb-S for low-stakes decision making contexts. As such, the SSIS SELb-S holds promise for incorporating the perspectives of students ages 8-18 into assessments of their SEL competencies. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

At what cost? Examining the cost effectiveness of a universal social-emotional learning program.

Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. (PsycINFO Database Record

Engagement in Physical Activity During Recess: Gender and Grade Level Differences in the Elementary Grades.

BACKGROUND: There are many purported benefits to recess including engaging in physical activity, forming positive peer relationships, and taking a break from the classroom. Current research, however, is inconclusive regarding the presence of gender and developmental differences in physical activity that takes place during recess. The purpose of this study was to examine differences in the amount of physical activity that occurs during recess across gender and grade level. METHODS: Students from first- and sixth-grade classrooms participated in the study, and physical activity was measured using accelerometers to record the number of steps taken during recess. RESULTS: A 2 × 2 factorial ANOVA indicated sixth grade males engaged in more physical activity than sixth grade females, first grade males, and first grade females. CONCLUSIONS: Because they are not engaging in as much physical activity as their sixth grade male counterparts, ways to help female and younger students take more steps during recess should be explored.

Social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in the primary grades.

The purpose of this study was to examine the social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings indicated that teachers generally perceived the SSIS-CIP as a socially valid and feasible intervention for primary grades; however, teachers' ratings regarding ease of implementation and relevance and sequence demonstrated differences across grade levels in the second year of implementation. (PsycINFO Database Record

Structural validity of CLASS K-3 in primary grades: Testing alternative models.

This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly modified version of the original CLASS K-3 3-factor model best fit the current data. Although stable findings emerged across the current and previous studies, particularly in relation to the presence of 3 latent domains, there is also some variability across structures at different grade levels with regard to the bifactor and 3-factor models. (PsycINFO Database Record

Maximizing measurement efficiency of behavior rating scales using Item Response Theory: An example with the Social Skills Improvement System - Teacher Rating Scale.

Measurement efficiency is an important consideration when developing behavior rating scales for use in research and practice. Although most published scales have been developed within a Classical Test Theory (CTT) framework, Item Response Theory (IRT) offers several advantages for developing scales that maximize measurement efficiency. The current study provides an example of using IRT to maximize rating scale efficiency with the Social Skills Improvement System - Teacher Rating Scale (SSIS - TRS), a measure of student social skills frequently used in practice and research. Based on IRT analyses, 27 items from the Social Skills subscales and 14 items from the Problem Behavior subscales of the SSIS - TRS were identified as maximally efficient. In addition to maintaining similar content coverage to the published version, these sets of maximally efficient items demonstrated similar psychometric properties to the published SSIS - TRS.

Examining early literacy skill differences among children in Head Start via latent profile analysis.

The purpose of the present study was to determine whether there are systematic differences in literacy skills among children from less-advantaged households, using latent profile analysis. Early reading skills were measured using the Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) literacy tasks. Participants (N = 166) were 4-year-old children enrolled in Head Start. Results revealed three classifications of children: Profile 1 had the lowest overall literacy skill levels, with relative strength in expressive vocabulary and weaknesses in skills related to letter knowledge (i.e., Alphabet Recitation, Letter Naming); Profile 2 had the highest overall level of literacy skills and a relative strength on the Segmenting task; and Profile 3 showed the greatest variability across the EARLI probe scores, with a relative strength in Alphabet Recitation and weaknesses on tasks measuring phonemic and phonological awareness (i.e., Letter Sounds, Sound Deletion, and Segmenting). Repeated measures ANOVA revealed that, although students in each profile demonstrated skill growth over a 6-month period, significant skill differences still remained between profiles at the end of the preschool year.