In this study, the authors examined the long-term effectiveness of the PATHS (Promoting Alternative THinking Strategies) curriculum on the adjustment of school-age children with special needs. The PATHS curriculum focuses on promoting children's emotional development, self-regulation, and social problem—solving skills. Eighteen special education classrooms were randomly assigned to treatment and control conditions in this controlled trial. Teachers received both training and ongoing consultation and provided PATHS to students in Grades 1 through 3. Data were collected before the intervention and for 3 successive years. Growth curve analysis indicated that the intervention reduced the rate of growth of teacher-reported internalizing and externalizing behaviors 2 years after the intervention and produced a sustained reduction in depressive symptoms reported by the children. Discussion focuses on the need for social—emotional learning (SEL) programs in special education and factors that can promote SEL among children with special needs.
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