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This study uses structural equation modeling to test whether Tools for Getting Along, a universally delivered school-based CBI, is moderated by student race, socioeconomic status, and pre-intervention anger control, and whether post-intervention anger control mediates intervention effects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-and-treatment-of-children-vol-39-no-4-2016/600688/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-and-treatment-of-children-vol-39-no-4-2016/600688.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main research question about Tools for Getting Along?","Question",{"text":112,"@type":113},"The study examines whether Tools for Getting Along effectiveness is moderated by student race, socioeconomic status, and pre-intervention anger control.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Do race and socioeconomic status moderate the intervention’s effectiveness?",{"text":117,"@type":113},"Findings suggest that race and socioeconomic status did not moderate intervention effectiveness for externalizing behavior.",{"name":119,"@type":110,"acceptedAnswer":120},"How does anger control relate to intervention outcomes?",{"text":121,"@type":113},"Pre-intervention anger control moderated effects on externalizing behavior, while post-intervention anger control did not mediate intervention effects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600688,1792170942,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EDUCATION AND TREATMENT OF CHILDREN Vol. 39, No. 4, 2016  \nDo Student Characteristics Influence the Effectiveness of the Tools for Getting Along Curriculum? An Examination Using a Cognitive-Behavioral Intervention  \nTia Navelene Barnes  \nDepartment of Human Development and Family Studies, College of Education and Human Development, University of Delaware  \nStephen W. Smith  \nSchool of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida  \nAnn P. Daunic  \nSchool of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida  \nWalter L. Leite  \nSchool of Human Development and Organizational Studies in Educational Psychology, College of Education, University of Florida  \nAbstract  \nCognitive-behavioral interventions (CBIs) are effective in decreasing externalizing behavior in school-aged children. To ensure that CBIs meet the needs of a diverse student population, it is important to examine whether intervention effectiveness is influenced by characteristics common to students identified with problem behaviors. In this study, we used structural equation modeling to examine whether the effectiveness of Tools for Getting Along, a school-based, universally delivered CBI, was moderated by student race, socioeconomic status, and/or levels of anger control prior to intervention, and whether post-intervention anger levels served as a mediator of the intervention  \nAddress correspondence to: Tia Navelene Barnes, Ph.D., University of Delaware, Department of Human Development and Family Studies, 111 Alison Hall West Newark, DE 19716. Email: [tnbarnes@udel.edu](tnbarnes@udel.edu).  \nThis study was supported by a four-year grant from the US Department of Education, Institute of Education Sciences (\\# R324B060029) submitted to CFDA 84.324A, National Center for Special Education Research.  \n570 BARNES et al.  \neffects. Findings suggested that race and socio-economic status did not moderate intervention effectiveness, but effects on externalizing behavior were moderated by levels of anger control prior to intervention. Findings also indicated that post-intervention anger control levels did not mediate intervention effects. We discuss the limitations of our study, along with implications for research and practice.  \nKeywords: aggression, race, social-emotional learning, social problem solving, mediation; moderation, multi-level structural equation modeling  \nStudent problem behavior characterized as aggressive, impulsive,  \nand/or rule-breaking has a negative effect on the overall school environment. The display of these problem behaviors by students is disruptive to classrooms and perplexing to school personnel, who must respond with efficient and effective interventions to assuage shortand long-term negative outcomes. Persistent externalizing behaviors often result in academic difficulties, high school dropout rates, social maladjustment, chronic unemployment, and an increased risk of substance abuse and adult criminality (Vaughn, Salas-Wright, DeLisi, & Maynard, 2013; Weissman, Antinoro, & Chu, 2009). Researchers have noted a complex relationship between biological and environmental variables in the development of externalizing behaviors (Dodge & Pettit, 2003; Jiménez-Barbero, Ruiz-Hernández, Llor-Esteban, & Waschgler, 2016). Among these variables are family adversity, low-quality teacher-child relationships, and highly sensitive neurobiological stress responses (Fearon, Bakermans-Kranenburg, Van IJzendoorn, Lapsley, & Roisman, 2010; O’Connor, Dearing, & Collins, 2011; Obradović, Bush, Stamperdahl, Adler, & Boyce, 2010). Efforts to prevent and ameliorate outcomes associated with externalizing behaviors often include wellplanned, structured, and sustained school-based social and emotional learning interventions to develop positive attitudes, constructive behaviors, and effective cognitions (Durlak, Weissberg, Dymnicki, Taylor, & Schellin","cbCaiv8GJYNnWgtq","https://ap.wps.com/l/cbCaiv8GJYNnWgtq","pdf",850708,23,"English","# Abstract\n## Intervention effectiveness and study design\n## Moderation by race and socioeconomic status\n## Moderation and mediation involving anger control\n# Keywords\n## Aggression and student characteristics\n## Social-emotional learning and social problem solving","[{\"question\":\"What is the study’s main research question about Tools for Getting Along?\",\"answer\":\"The study examines whether Tools for Getting Along effectiveness is moderated by student race, socioeconomic status, and pre-intervention anger control.\"},{\"question\":\"Do race and socioeconomic status moderate the intervention’s effectiveness?\",\"answer\":\"Findings suggest that race and socioeconomic status did not moderate intervention effectiveness for externalizing behavior.\"},{\"question\":\"How does anger control relate to intervention outcomes?\",\"answer\":\"Pre-intervention anger control moderated effects on externalizing behavior, while post-intervention anger control did not mediate intervention effects.\"}]","Education and Treatment of Children - Vol. 39 - No. 4 - 2016 | PDF",1792091173,58]