Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities

In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd–12th grade. As part of a larger study, a subsa...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2020-11, Vol.50 (11), p.4069-4084
Main Authors: Katz, Jennifer, Knight, Vicki, Mercer, Sterett H., Skinner, Sarah Y.
Format: Article
Language:English
Subjects:
Adaptation, Psychological - physiology
Adolescent
Behavioral Science and Psychology
Care and treatment
Child
Child and School Psychology
Child development deviations
Classrooms
Clinical trials
Coping
Coping strategies
Developmental Disabilities
Developmental Disabilities - epidemiology
Developmental Disabilities - psychology
Developmental Disabilities - therapy
Educational Status
Effect Size
Elementary School Students
Female
Follow-Up Studies
Health behavior
Health education
Health literacy
Health Literacy - trends
Humans
Influence
Male
Mental health
Mental Health - trends
Mental Health Programs
Methods
Neurosciences
Original Paper
Outcomes of Treatment
Pediatrics
Perception - physiology
Protective factors
Psychiatric services
Psychological aspects
Psychology
Public Health
Resilience
Resilience (Psychology)
School Mental Health Services - trends
Secondary School Students
Self Concept
Self esteem
Self Report
Social interactions
Social perception
Social skills
Social Support
Social Support Groups
Special needs students
Student health services
Students
Students - psychology
Students with Disabilities
Teachers
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Description
Summary:In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd–12th grade. As part of a larger study, a subsample of 113 students with developmental disabilities attending 37 classrooms participated. Student-reported measures of self-concept, coping skills, and social support were collected three times in the year. Results indicated large effect sizes for the program on all measures, which pertain to time × group interactions ( g  = 1.53, 1.91, and 0.86 for self-concept, coping, and social support respectively). Follow-up analyses indicated that gains for the intervention schools primarily occurred between the first two assessment periods when the majority of program content was delivered. Implications for universal school-based mental health programming for students with developmental disabilities are discussed.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-020-04472-w