Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

the affective labeling and affective perspective taking scores. Two post-intervention AKT
affective labeling items (receptive and expressive happy items) had zero variance and so
were excluded from post-intervention affective labeling reliability analyses. Table 6
includes Cronbach‘s alpha values for pre- and post-intervention AKT affective labeling
and affective perspective-taking scores. Results indicated that reliability was lowest for
post-intervention AKT affective labeling scores (Cronbach‘s alpha = .30); all other alpha
values were .70 or higher. Corrected correlations of each item and its corresponding
affective labeling or affective perspective taking score are presented in Appendix H. All
pre- and post-intervention AKT score pairs were moderately correlated (affective labeling
scores r = .35 and affective perspective taking scores r = .29).
Social skills. The Minnesota Preschool Affect Checklist (MPAC; Sroufe et al.,
1984) was used to assess children‘s social skills. Children are assessed via live
observational coding of a number of social and affective behavioral items. Originally,
Sroufe et al. (1984) grouped individual items in a number of categories: Positive Affect;
Negative Affect; Inappropriate Affect; Productive, Focused Use of Personal Energy;
Unproductive, Unfocused Use of Personal Energy; Lapses in Impulse Control and
Negative Responses to Frustration, Conflict, and Other Emotionally Arousing Situations;
Positive Responses to Frustration, Conflict, and Other Emotionally Arousing Situations;
Unusual Behavior; Social Isolation; Hostility; Skills in Leading and Joining; and
Empathy and Prosocial Behavior. Scores for these categories were then aggregated into
categories named Positive Affect, Negative Affect, Positive Adjustment, Negative
Adjustment, and Total Adjustment. Positive Affect, Negative Affect, Positive
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