SNAP® For Schools: Impact on Internalizing Symptoms
Bibliographic record
Abstract
Stop Now And Plan (SNAP®) is an empirically supported cognitive behavioural program for children identified as presenting with externalizing problems. The purpose of this investigation was to examine the implementation of the SNAP® for Schools program as a universal prevention program for children not identified as presenting with internalizing or externalizing problems, specifically, whether the program would lead to reductions in emotion dysregulation, anxiety, intolerance of uncertainty, and anxiety sensitivity. It was hypothesized that the SNAP® for Schools program would reduce emotion dysregulation and internalizing constructs in non-identified, school-aged children. The sample consisted of elementary school children in Grades 3 and 4. Participating children completed a battery of symptom measures one week pre- (n = 65) and post-SNAP® (n = 57) as well as one month after (n = 54) completing SNAP® in their classrooms. For children who scored in the upper 10% on the measure total and/or subscale scores, reductions in emotion dysregulation, anxiety, and anxiety sensitivity were observed. Findings contribute to a better understanding of the effectiveness of SNAP® for reducing emotion dysregulation and internalizing symptoms in children with elevated internalizing symptoms and emotion dysregulation. Limitations and future directions are discussed.Keywords: Stop Now and Plan®; universal prevention program; internalizing symptoms; emotion dysregulation; cognitive behaviour therapy
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".