Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems

There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk emotional problems. Evidence-based social success are especially necessary Black with or In the current study, we used multiple-baseline design time-lagged across groups (i.e., classrooms) examine effects of culturally adapted version Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors 18 first-grade second-grade learners. Results indicate functional relation between intervention package behaviors. Additionally, post-intervention validity assessment indicates that participating teachers viewed as feasible reported positive experience.