Image

“There is now extensive theory and research in the sciences and social sciences that can and must guide the content, structure, and implementation of prevention and promotion efforts. Those programs that have been successful have built upon this knowledge base, not only increasing their own effectiveness but also incorporating evaluations that reveal which aspects of the theoretical models are most powerful and which need to be refined.”

Bond & Carmola Hauf,
2004, p. 202

Research

Schools can play a crucial role in fostering children’s positive development, and have recently been recognized as one of the primary settings to promote students’ social and emotional learning (SEL). Given competing demands on time and resources, it is essential that educators find and implement evidence-based curricular approaches that optimize learning and social understanding, while proving to be cost-effective (Durlak et al., 2011).

The Taxi Dog team is dedicated to ensuring our program is grounded in the latest research and best practices in social and emotional learning and is committed to supporting independent research to evaluate the curriculum.

Phase 1 Research
A first step in determining an SEL program’s effectiveness is to conduct research examining the program’s implementation – including participants’ responsiveness (e.g., teacher buy-in), feasibility, and fidelity (Berkel et al., 2011; Durlak & DuPre, 2008). Taxi Dog Phase 1 research, conducted by Dr. Kimberly Schonert-Reichl and her colleagues at the University of British Columbia in the Spring of 2013, was a feasibility study to evaluate Taxi Dog in the real world setting of elementary school classrooms.
Please visit the Pilot Feasibility Study page for more information.

Phase 2 Research
Dr. Schonert-Reichl and her colleagues at the University of British Columbia completed a multisite randomized controlled trial (RCT) of the Taxi Dog Program.  This examined program feasibility and preliminary outcomes on students’ social and emotional skills (including self-regulation), behaviors, and academic achievement. The study was completed over the 2013/2014 school year.  Results will be ready to share shortly.
Please visit the Current Research page for more information.