Understanding Implementation and Effectiveness of Strong Start K-2 on Social-Emotional Behavior Sara A. Whitcomb • Kenneth W. Merrell Published online: 30 October 2011 Ó Springer Science+Business Media, LLC 2011 Abstract Strong Start K-2 is a social-emotional learning curriculum, designed for use with children in kindergarten through grade 2. The objectives of this study were twofold. First, authors aimed to evaluate the feasibility and quality of Strong Start implementation. Additionally authors examined the effect of Strong Start on first grade students’ perceptions of emotion and teacher ratings of social behavior and affect. Results suggested that Strong Start was implemented with integrity, and that significant increases in student knowledge about emotion situations and significant decreases in student internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed. Keywords Social skills Á Social-emotional learning Á Emotion knowledge Á Social behavior Children often enter school having been exposed to varied risk factors (e.g. poverty, harsh parenting, maltreatment) and without appropriate readiness skills (Raver et al. 2002; Rimm-Kaufmann et al. 2000). These students may not be equipped with emotion knowledge skills, defined as one’s ability to identify and label emotions in oneself and in others (Izard et al. 2001). Emotion knowledge skills are important predictors of social behavior, self-reported internalizing symptoms in later elementary years, atten- tional control, and academic competence (Izard et al. 2001; Fine et al. 2003; Trentacosta et al. 2006). Children who struggle with identifying their emotions also typically have trouble determining appropriate strategies for managing emotions, and they are more likely to be rated as less well- liked by peers and teachers (Denham and Weissberg 2004). To ensure that all children acquire and practice critical social-emotional skills, school professionals are called to recognize and adopt social and emotional learning (SEL) practices. SEL innovations provide a framework for schools aiming to prevent student mental health problems and build social and emotional knowledge and competen- cies. SEL curricula typically address broad-based social competencies, such as self-awareness, self-management, social awareness, relationship management, and responsi- ble decision-making (Denham and Weissberg 2004; Greenberg et al. 2003). Critical to effective SEL programs is both direct instruction on skills as well as purposeful integration of skill practice throughout school days and across settings. According to Kame’enui and Simmons (1990), effective instruction is that which emphasizes both the design and delivery of content. Lessons that are designed effectively are those that carefully consider the precise wording teachers will use to communicate new concepts and pro- vide a range of examples that will be used to demonstrate instances and non-instances of new concepts (Watkins and Slocum 2004). Curriculum delivery is equally important to curriculum design. Teachers who are able to efficiently deliver content are those that maintain a brisk pace, ensure multiple opportunities for students to respond, and provide immediate and corrective feedback when necessary (Kame’enui and Simmons 1990; Watkins and Slocum S. A. Whitcomb Á K. W. Merrell Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA Present Address: S. A. Whitcomb (&) Department of Student Development, University of Massachusetts, 360 Hills South, Amherst, MA 01003, USA e-mail: swhitcomb@educ.umass.edu 123 Early Childhood Educ J (2012) 40:63–71 DOI 10.1007/s10643-011-0490-9