Top

Gepubliceerd in:

08-11-2019 | Empirical Research

Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention

Auteurs: Molly Dawes, Thomas Farmer, Jill Hamm, David Lee, Kate Norwalk, Brittany Sterrett, Kerrylin Lambert

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 7/2020

Abstract

The transition to middle school is recognized as a period of increased risk for students’ adjustment difficulties across the academic, behavioral, and social domains, underscoring the need for developmentally responsive interventions that address these potential vulnerabilities. This study examined the impact of a multi-component intervention on students’ perceived adjustment during the first year of middle school using a cluster randomized controlled trial design. A total of 24 metropolitan schools (12 intervention), 220 teachers (122 intervention), and 2925 students (1537 intervention) participated. Teachers in intervention schools received training and consultation in the Behavioral, Academic, and Social Engagement (BASE) classroom management model. Significant intervention effects, moderated by students’ gender, race/ethnicity, and economic status, were found for self-reported social anxiety, defiance, willingness to protect peers being bullied, and emotional problems. The results suggest that teachers trained in the BASE model were better able to create supportive classroom contexts during the middle school transition which promoted positive adjustment for particular students. This study stresses the importance of using developmentally appropriate strategies across correlated domains to reduce adjustment difficulties during the transition to middle school.

vorige artikel Sexual Risk Behaviors during Adolescence: Associations with Childhood and Adolescent BMI

volgende artikel Similarities and Differences in Adolescents’ Organized and Civic Activity Networks across Rural and Non-Rural Communities

Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44. https://doi.org/10.1016/j.edurev.2014.05.003.CrossRef

Anderman, E. M., & Mueller, C. (2010). Middle school transitions and early adolescent development. In J. L. Meece & J. S. Eccles (Eds), Handbook of research on schools, schooling, and human development (pp. 198–215). New York, NY: Routledge.

Bellmore, A., Villarreal, V. M., & Ho, A. Y. (2011). Staying cool across the first year of middle school. Journal of Youth and Adolescence, 40, 776–785. https://doi.org/10.1007/s10964-010-9590-x.CrossRefPubMed

Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the screen for child anxiety related emotional disorders (SCARED): a replication study. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1230–1236. https://doi.org/10.1097/00004583-199910000-00011.CrossRef

Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., & Kaufman, J., et al. (1997). The screen for child anxiety related emotional disorders (SCARED): scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36, 545–553. https://doi.org/10.1097/00004583-199704000-00018.CrossRef

Bronfenbrenner, U. (1996). Foreward. In R. B. Cairns, G. H. Elder & E. J. Costello (Eds), Developmental science. New York, NY: Cambridge University Press.

Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102(1), 153. https://doi.org/10.1037/a0018160.CrossRef

Cappella, E., Hughes, D. L., & McCormick, M. P. (2017). The hidden role of teachers: child and classroom predictors of change in interracial friendships. Journal of Early Adolescence, 37, 1093–1124. https://doi.org/10.1177/0272431616648454.CrossRef

Chung, H., Elias, M., & Schneider, K. (1998). Patterns of individual adjustment changes during middle school transition. Journal of School Psychology, 36, 83–101. https://doi.org/10.1016/S0022-4405(97)00051-4.CrossRef

Corcoran, R. P., Cheung, A. C., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: a systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001.CrossRef

Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: implications for adolescent school experiences. Journal of Early Adolescence, 35, 79–96. https://doi.org/10.1177/0272431614524303.CrossRef

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C., Reuman, D., Flanagan, C., & MacIver, D. (1993). Development during adolescence: the impact of stage-environment fit on young adolescents’ experiences in schools and families. American Psychologist, 48, 90–101. https://doi.org/10.1037/0003-066X.48.2.90.CrossRefPubMed

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x.CrossRef

Farmer, T. W., Farmer, E. M. Z., & Brooks, D. S. (2010). Recasting the ecological and developmental roots of intervention for students with emotional and behavior problems: the promise of strength-based perspectives. Exceptionality, 18, 53–57. https://doi.org/10.1080/09362831003673051.CrossRef

Farmer, T. W., Gatzke-Kopp, L. M., Lee, D. L., Dawes, M., & Talbott, E. (2016). Research and policy on disability: linking special education to developmental science. Policy Insights from the Behavioral and Brain Sciences, 3, 138–145. https://doi.org/10.1177/2372732215624217.CrossRef

Farmer, T. W., Hamm, J. V., Lee, D., Lane, K. L., Sutherland, K. S., Hall, C. M., et al. (2013). Conceptual foundations and components of a contextual intervention to promote student engagement during early adolescence: the supporting early adolescent learning and social success (SEALS) model. Journal of Educational and Psychological Consultation, 23, 115–139. https://doi.org/10.1080/10474412.2013.785181.CrossRef

Farmer, T. W., Hamm, J. V., Leung, M.-C., Lambert, K., & Gravelle, M. (2011). Early adolescent peer ecologies in rural communities: bullying in schools that do and do not have a transition during the middle grades. Journal of Youth and Adolescence, 40, 1106–1117. https://doi.org/10.1007/s10964-011-9684-0.CrossRefPubMed

Farmer, T. W., Hamm, J. V., Petrin, R. A., Robertson, D. L., Murray, R. A., Meece, J. L., & Brooks, D. S. (2010). Supporting early adolescent learning and social strengths: promoting productive contexts for students at-risk for EBD during the transition to middle school. Exceptionality, 18, 94–106. https://doi.org/10.1080/09362831003673192.CrossRef

Farmer, T. W., Reinke, W., & Brooks, D. S. (2014). Managing classrooms and challenging behavior: theoretical considerations and critical issues. Journal of Emotional and Behavioral Disorders, 22, 67–73. https://doi.org/10.1177/1063426614522693.CrossRef

Farmer, T. W., Talbott, B., Dawes, M., Huber, H. B., Brooks, D. S., & Powers, E. (2018). Social dynamics management: what is it and why is it important for intervention? Journal of Emotional and Behavioral Disorders, 26, 1–10. https://doi.org/10.1177/1063426617752139.CrossRef

Farrell, A. D., Henry, D. B., & Bettencourt, A. (2013). Methodological challenges examining subgroup differences: examples from universal school-based youth violence prevention trials. Prevention Science, 14, 121–133. https://doi.org/10.1007/s11121-011-0200-2.CrossRefPubMed

Finn, K. V., & Frone, M. R. (2004). Academic performance and cheating: moderating role of school identification and self-efficacy. The Journal of Educational Research, 97, 115–121. https://doi.org/10.3200/JOER.97.3.115-121.CrossRef

Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111–124. https://doi.org/10.1037/spq0000039.CrossRefPubMed

Goodenow, C.(1993). The psychological sense of school membership among adolescents: scale development and educational correlates. Psychology in the Schools, 30, 79–90. https://doi.org/10.1002/1520-6807(199301)30:13.0.CO;2-X.CrossRef

Goodman, R. (1997). The strengths and difficulties questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x.CrossRef

Goodman, R., & Scott, S. (1999). Comparing the strengths and difficulties questionnaire and the child behavior checklist: is small beautiful? Journal of Abnormal Child Psychology, 27, 17–24. https://doi.org/10.1023/A:1022658222914.CrossRefPubMed

Gregory, A., Hafen, C. A., Ruzek, E., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45, 171–191. https://doi.org/10.17105/SPR45-2.171-191.CrossRefPubMedPubMedCentral

Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: implications for behavior in the high school classroom. School Psychology Review, 37, 337–355.

Gregory, A., Skiba, R., & Noguera, P. (2010). The achievement gap and the discipline gap: two sides of the same coin. Educational Researcher, 39, 59–68. https://doi.org/10.3102/0013189X09357621.CrossRef

Grills-Taquechel, A. E., Norton, P., & Ollendick, T. H. (2010). A longitudinal examination of factors predicting anxiety during the transition to middle school. Anxiety, Stress, and Coping, 23, 493–513. https://doi.org/10.1080/10615800903494127.CrossRefPubMedPubMedCentral

Hagborg, W. J. (1998). An investigation of a brief measure of school membership. Adolescence, 33, 461–468.PubMed

Hale, W. W., Crocetti, E., Raaijmakers, Q. A., & Meeus, W. H. (2011). A meta‐analysis of the cross‐cultural psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED). Journal of Child Psychology and Psychiatry, 52, 80–90. https://doi.org/10.1111/j.1469-7610.2010.02285.x.CrossRefPubMed

Hamm, J. V., & Faircloth, B. S. (2005). Peer context of mathematics classroom belonging. Journal of Early Adolescence, 25, 345–366. https://doi.org/10.1177/0272431605276932.CrossRef

Hamm, J. V., Farmer, T. W., Dadisman, K., Gravelle, M., & Murray, R. A. (2011). Teachers’ attunement to students’ peer group affiliations as a source of improved student experiences of the school social-affective context following the middle school transition. Journal of Applied Developmental Psychology, 32, 267–277. https://doi.org/10.1016/j.appdev.2010.06.003.CrossRef

Hamm, J. V., Farmer, T. W., Lambert, K., & Gravelle, M. (2014). Enhancing peer cultures of academic effort and achievement in early adolescence: promotive effects of the SEALS intervention. Developmental Psychology, 50, 216–228. https://doi.org/10.1037/a0032979.CrossRefPubMed

Hamm, J. V., Farmer, T. W., Robertson, D. R., Dadisman, K., Meece, J. L., & Song, S. Y. (2010). Effects of a developmentally-based intervention with teachers, on Native American and White early adolescents in rural schools. Journal of Experimental Education, 78, 343–377. https://doi.org/10.1080/00220970903548038.CrossRef

Hamm, J. V., Hoffman, A., & Farmer, T. W. (2012). Peer cultures of academic success in adolescence: why they matter and what teachers can do to promote them. In A. Ryan & G. Ladd (Eds), Peer relationships and adjustment at school. New York, NY: Information Age Publishing.

Hamm, J. V., Schmid, L., Farmer, T. W., & Locke, B. L. (2011). The influence of injunctive and descriptive peer group norms on the academic adjustment of rural early adolescents. Journal of Early Adolescence, 31, 41–73. https://doi.org/10.1177/0272431610384486.CrossRef

Hendrickx, M. M., Mainhard, M. T., Boor-Klip, H. J., Cillessen, A. H., & Brekelmans, M. (2016). Social dynamics in the classroom: teacher support and conflict and the peer ecology. Teaching and Teacher Education, 53, 30–40. https://doi.org/10.1016/j.tate.2015.10.004.CrossRef

Hsieh, P., Acee, T., Chung, W.-H., Hsieh, Y.-P., Kim, H., Thomas, G. D., et al. (2005). Is educational intervention research on the decline? Journal of Educational Psychology, 97, 523–529. https://doi.org/10.1037/0022-0663.97.4.523.CrossRef

Ingersoll, R. (2003). Is there really a teacher shortage?. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington. http://depts.washington.edu/ctpmail/PDFs/LimitsPolicy-RI-09-2003.pdf.

Kӓrnӓ, A., Voeten, M., Poskiparta, E., & Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders’ behavior moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261–282. https://doi.org/10.1353/mpq.0.0052.CrossRef

Kiefer, S. M., & Wang, J. H. (2016). Associations of coolness and social goals with aggression and engagement during adolescence. Journal of Applied Developmental Psychology, 44, 52–62. https://doi.org/10.1016/j.appdev.2016.02.007.CrossRef

Kollerová, L., Yanagida, T., Mazzone, A., Soukup, P., & Strohmeier, D. (2018). “They think that I should defend”: effects of peer and teacher injunctive norms on defending victimized classmates in early adolescents. Journal of Youth and Adolescence, 47(11), 2424–2439. https://doi.org/10.1007/s10964-018-0918-2.CrossRefPubMed

La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: findings from the prekindergarten year. The Elementary School Journal, 104, 409–426. https://doi.org/10.1086/499760.CrossRef

Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202. https://doi.org/10.2307/2290157.CrossRef

Magnusson, D., & Cairns, R. B. (1996). Developmental science: principles and illustrations. In R. B. Cairns, G. H. Elder, Jr. & J. Costello (Eds), Developmental Science (pp. 7–30). New York, NY: Cambridge University Press.CrossRef

Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22, 491–495. https://doi.org/10.1017/S0954579410000222.CrossRefPubMed

Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freeman, K., et al. (2000). Manual for patterns of adaptive learning. Ann Arbor, MI: University of Michigan.

Mikami, A. Y., Ruzek, E. A., Hafen, C. A., Gregory, A., & Allen, J. P. (2017). Perceptions of relatedness with classroom peers promote adolescents’ behavioral engagement and achievement in secondary school. Journal of Youth and Adolescence, 46, 2341–2354. https://doi.org/10.1007/s10964-017-0724-2.CrossRefPubMedPubMedCentral

Molloy, L. E., Moore, J. E., Trail, J., Van Epps, J. J., & Hopfer, S. (2013). Understanding real world implementation quality and “active ingredients” of PBIS. Prevention Science, 14, 593–605. https://doi.org/10.1007/s11121-012-0343-9.CrossRefPubMedPubMedCentral

Mueller, C. M., Hofrnann, V., Begert, T., & Cillessen, A. H. N. (2018). Peer influence on disruptive classroom behavior depends on teachers’ instructional practice. Journal of Applied Developmental Psychology, 99–108. https://doi.org/10.1016/j.appdev.2018.04.001

Norwalk, K. E., Hamm, J. V., Farmer, T. W., & Barnes, K. L. (2016). Improving the school context of early adolescence through teacher attunement to victimization: effects on school belonging. Journal of Early Adolescence, 36, 989–1009. https://doi.org/10.1177/0272431615590230.CrossRefPubMed

Pellegrini, A. D., & Bartini, M. (2000). A longitudinal study of bullying, victimization, and peer affiliation during the transition from primary school to middle school. American Educational Research Journal, 37, 699–725. https://doi.org/10.3102/00028312037003699.CrossRef

Roeser, R. W., & Peck, S. C. (2003). Patterns and pathways of educational achievement across adolescence: A holistic-developmental perspective. New Directions for Child and Adolescent Development, 101, 39–62. https://doi.org/10.1002/cd.81.CrossRef

Ryan, A. M. (2011). Peer relationships and academic adjustment during early adolescence. Journal of Early Adolescence, 31, 5–12. https://doi.org/10.1177/0272431610387605.CrossRef

Ryan, A. M., Shim, S. S., & Makara, K. A. (2013). Changes in academic adjustment and relational self-worth across the transition to middle school. Journal of Youth and Adolescence, 42, 1372–1384. https://doi.org/10.1007/s10964-013-9984-7.CrossRefPubMed

Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: a dyadic approach. International Journal of Behavioral Development, 35, 144–151. https://doi.org/10.1177/0165025410378068.CrossRef

Salmivalli, C. (2010). Bullying and the peer group: a review. Aggression and Violent Behavior, 15(2), 112–120. https://doi.org/10.1016/j.avb.2009.08.007.CrossRef

Salmivalli, C. (2014). Participant roles in bullying: how can peer bystanders be utilized in interventions? Theory Into Practice, 53(4), 286–292. https://doi.org/10.1080/00405841.2014.947222.CrossRef

Sirin, S. R. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Review of Educational Research, 75, 417–453. https://doi.org/10.3102/00346543075003417.CrossRef

Song, S. Y. (2005). Protective peer ecology scale—middle school. Unpublished Measure. New Haven, CT: Yale Child Study Center.

StataCorp. (2015). Stata Statistical Software: Release 14. College Station, TX: StataCorp LP.

Swearer, S. M., & Espelage, D. L. (2004). Introduction: a social-ecological framework of bullying among youth. In D. L. Espelage & S. M. Swearer (Eds), Bullying in American schools: a social-ecological perspective on prevention and intervention (pp. 1–12). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

U.S. Department of Education Office for Civil Rights. (2012). Helping to ensure equal access to education. http://www2.ed.gov/about/reports/annual/ocr/report-to-president-2009-12.pdf

Vernon-Feagans, L., Gallagher, K. C., & Kainz, K. (2010). The transition to school in rural America. In J. L. Meece & J. S. Eccles (Eds), Handbook of research on schools, schooling, and human development (pp. 163–184). New York, NY: Routledge.

Voelkl, K. E. (1996). Measuring students’ identification with school. Educational and Psychological Measurement, 56, 760–770. https://doi.org/10.1177/0013164496056005003.CrossRef

Vollet, J. W., Kindermann, T. A., & Skinner, E. A. (2017). In peer matters, teachers matter: Peer group influences on students’ engagement depend on teacher involvement. Journal of Educational Psychology, 109, 635–652. https://doi.org/10.1037/edu0000172.CrossRef

Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x.CrossRefPubMed

Waschbusch, D. A., Breaux, R. P., & Babinski, D. E. (2018). School-based interventions for aggression and defiance in youth: a framework for evidence-based practice. School Mental Health, 1–14. https://doi.org/10.1007/s12310-018-9269-0.

Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: a multi-level study. Contemporary Educational Psychology, 49, 32–45. https://doi.org/10.1016/j.cedpsych.2016.11.002.CrossRef

Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2018). Emotional support, social goals, and classroom behavior: a multilevel, multisite study. Journal of Educational Psychology, 110, 611–627. https://doi.org/10.1037/edu0000239.CrossRef

Weiss, I. R., Pasley, J., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research.

Titel: Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention
Auteurs: Molly Dawes
Thomas Farmer
Jill Hamm
David Lee
Kate Norwalk
Brittany Sterrett
Kerrylin Lambert
Publicatiedatum: 08-11-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 7/2020
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-019-01156-2

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2020

Time-varying Effects of GABRG1 and Maladaptive Peer Behavior on Externalizing Behavior from Childhood to Adulthood: Testing Gene × Environment × Development Effects

Direct Aggression and the Balance between Status and Affection Goals in Adolescence

Disentangling the Effects of Boys’ Pubertal Timing: The Importance of Social Context

Pubertal Status and Age are Differentially Associated with Inflammatory Biomarkers in Female and Male Adolescents

Janina Scarlet: Dark Agents, Book One: Violet and the Trial of Trauma

Developmental Changes in Emotion Regulation during Adolescence: Associations with Socioeconomic Risk and Family Emotional Context