Social-Emotional Learning Foundations Curriculum for K-1 Students at Risk for EBD: Differential Effects Based on Student EF Risk Profiles
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| Title: | Social-Emotional Learning Foundations Curriculum for K-1 Students at Risk for EBD: Differential Effects Based on Student EF Risk Profiles |
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| Language: | English |
| Authors: | Michelle M. Cumming (ORCID |
| Source: | Exceptional Children. 2026 92(3):264-285. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Social Emotional Learning, Kindergarten, Grade 1, Executive Function, Intervention, At Risk Persons, Emotional Disturbances, Behavior Disorders, Student Behavior, Program Effectiveness, Student Characteristics, Classroom Environment |
| Assessment and Survey Identifiers: | Systematic Screening for Behavior Disorders |
| DOI: | 10.1177/00144029251381300 |
| ISSN: | 0014-4029 2163-5560 |
| Abstract: | Due to executive function's (EF) foundational role in students' school and lifelong success, school-based interventions that build EF (i.e., inhibitory control, working memory, cognitive flexibility) and related skills are critical, especially for students at risk for emotional and behavioral disorders (EBD). Social Emotional Learning Foundations (SELF), a Tier 2 literacy-integrated, social-emotional learning (SEL) intervention with a universal component, is one of the few SEL interventions focusing on K-1 students at risk for EBD. This intervention has shown promise in enhancing students' social-emotional competence, behavioral functioning, and EF. Yet, no prior studies have examined whether SELF's effectiveness varied based on student EF strengths and difficulties (i.e., EF risk profiles), which has implications for SELF implementation and adaptation. Thus, using data (n = 1,154) from a randomized control trial, we sought to determine whether SELF had differential effects based on student EF risk latent profiles. Secondarily, we wanted to explore if classroom quality (i.e., emotional support, classroom organization, and instructional support) moderated these effects. Results from multivariate regression analysis showed differential effects of SELF on students' social-emotional, behavioral, and EF outcomes. Latent transition analysis revealed that SELF was associated with changes in student EF risk profile membership, with gender and grade level differences. Exploratory results indicated that classroom quality may have served to moderate the relationships between SELF, EF risk profiles, and outcomes. We discuss implications for intervention efforts and future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500098 |
| Database: | ERIC |
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| Abstract: | Due to executive function's (EF) foundational role in students' school and lifelong success, school-based interventions that build EF (i.e., inhibitory control, working memory, cognitive flexibility) and related skills are critical, especially for students at risk for emotional and behavioral disorders (EBD). Social Emotional Learning Foundations (SELF), a Tier 2 literacy-integrated, social-emotional learning (SEL) intervention with a universal component, is one of the few SEL interventions focusing on K-1 students at risk for EBD. This intervention has shown promise in enhancing students' social-emotional competence, behavioral functioning, and EF. Yet, no prior studies have examined whether SELF's effectiveness varied based on student EF strengths and difficulties (i.e., EF risk profiles), which has implications for SELF implementation and adaptation. Thus, using data (n = 1,154) from a randomized control trial, we sought to determine whether SELF had differential effects based on student EF risk latent profiles. Secondarily, we wanted to explore if classroom quality (i.e., emotional support, classroom organization, and instructional support) moderated these effects. Results from multivariate regression analysis showed differential effects of SELF on students' social-emotional, behavioral, and EF outcomes. Latent transition analysis revealed that SELF was associated with changes in student EF risk profile membership, with gender and grade level differences. Exploratory results indicated that classroom quality may have served to moderate the relationships between SELF, EF risk profiles, and outcomes. We discuss implications for intervention efforts and future research. |
|---|---|
| ISSN: | 0014-4029 2163-5560 |
| DOI: | 10.1177/00144029251381300 |
