Teacher Identification of Students for a Social-Emotional Intervention

Abstract

This study described how students received services for social-emotional issues in several schools where a social competence program was implemented. The study examined several variables including a) teacher referral practices in the context of a program designed as a prereferral intervention for these issues in elementary school-aged children; b) child characteristics; and c) group dynamics. Referring teachers completed pre and post-test behavior rating forms for 45 children (N=45) in the program. All students completed pre and post-test measures of listening comprehension and self-report measures of depression, anxiety, and anger. A case study of two children with different initial profiles highlights how initial child characteristics affect performance and progress in the group situation. The variability in child performance demonstrates the need for careful selection of participants when conducting group interventions in schools. Implications for prereferral interventions are discussed.