Summary
Consistency Management & Cooperative Discipline (CMCD), offered by the University of Houston College of Education, provides a teaching practices approach to SEL. It includes programs for grades Pre-K-12 and demonstrates evidence of effectiveness at grade 9.
Strategies supporting educational equity (CASEL)
Not available at this time.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Elementary (K-5), Middle (6-8), High School (9-12)
Setting
Classroom, Schoolwide, Home
Language
English
Cost
Pricing available through provider
# Lessons
Unspecified
Program Design
Tier 1 (Universal)
Technology Requirements
Unspecified
Staffing Requirements
No additional staffing required
Professional Development
Onsite
Outcomes
Advocate for reducing stigma associated with emotional and mental and behavioral health
Compare & contrast emotional, mental-behavioral illness, mental well-being and concurrent disorders
Decreased suicidal behavior
Describe how self-harm or suicide impacts other people
Describe laws related to minors accessing mental health care
Explain how to help someone who is thinking about attempting suicide
Identify school and community resources that can help a person with emotional, mental and behavioral health concerns
Improved Academic Performance
Improved attitude/behavior related to suicide
Improved identification of individuals at-risk for suicide
Improved Identity Development/ Agency
Improved Prosocial Behavior
Improved School Climate
Improved School Connectedness
Improved SEL Skills and Attitudes
Improved Teaching Practices
Increased help-seeking behavior
Reduced Emotional Distress
Reduced Problem Behavior
Evidence of Effectiveness
Results from quasi-experimental evaluations conducted in the 2008-2009 school year (unpublished report written in 2011) supported the effectiveness of CMCD for high school students in the U.S. Southwest. The first evaluation was conducted with 1,952 first-time grade 9 students (all students identified as Black or Hispanic; 93% economically disadvantaged). This evaluation found that students who received the intervention achieved higher standardized test scores for reading and math compared to students in the control group (12 months after baseline, analyses controlled for outcome pretest). The second evaluation was conducted with 344 grade 9 students who were repeating grade 9 (all students identified as Black or Hispanic; 86% economically disadvantaged). This evaluation also found that students who received the intervention achieved higher standardized test scores for reading and math compared to students in the control group (12 months after baseline, analyses controlled for outcome pretest).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Freiberg, J. H., Husinec, C. A., Rubino, C., Johnson, J., Borders, K., Williams, L., & Alexander, R. (2011). Unpublished manuscript presented at the Annual International Meeting of the American Educational Research Association.