Pilot Study of I Control: A Self-Regulatory Intensive Intervention for Middle Schoolers With Emotional and Behavioral Disorder

• In Event: Poster Session 1
  In Poster Session: Special Education and Social Well-Being of Students

Abstract

Adolescent anti-social and aggressive behavior can lead to poor social trajectories into adulthood. To address this, school-based interventions must foster the self-regulatory processes necessary to override negative response sequences that prohibit independent and sustained positive social functioning. As such, we investigated the effects of I Control, an intensive self-regulation curriculum for middle schoolers with significant behavior problems. We evaluated pre and post pilot data from teacher- and student self-report measures on 152 students (14 schools, 17 classrooms) using Mplus statistical program. Results showed I Control students had better curricular content knowledge and teacher-reported general behavior, contextualized executive function, and social skills than comparable control students. I Control students also reported enhanced emotion regulation and social problem-solving skills.

Authors

• Stephen W. Smith, University of Florida

• Donna L. Pitts, University of Florida

• Kristen L. Merrill, University of Florida

• Michelle Cumming, University of Florida

• Ann P. Daunic, University of Florida