Evaluation of a School-Led Sustainable Class Wide Intervention Programme to Improve Elementary Children's Social Emotional and Academic Performance
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| Title: | Evaluation of a School-Led Sustainable Class Wide Intervention Programme to Improve Elementary Children's Social Emotional and Academic Performance |
|---|---|
| Language: | English |
| Authors: | Davies, Michael, Elliott, Stephen, Frey, Jennifer, Cooper, Greta |
| Source: | International Journal of Disability, Development and Education. 2021 68(4):496-520. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Early Childhood Education Primary Education |
| Descriptors: | Elementary School Students, Social Emotional Learning, Program Effectiveness, Intervention, Sustainability, Well Being, Interpersonal Competence, Social Development, Emotional Development, Academic Ability, Prosocial Behavior, Academic Achievement, Behavior Problems, Attendance, Skill Development, Foreign Countries, Primary Education, At Risk Students, Student Characteristics |
| Geographic Terms: | Australia |
| Assessment and Survey Identifiers: | Social Skills Improvement System Rating Scales |
| DOI: | 10.1080/1034912X.2019.1695756 |
| ISSN: | 1034-912X |
| Abstract: | Short term experimental studies by DiPerna and colleagues have demonstrated the efficacy of the Social Skills Improvement System (SSIS) to measure and improve the social skills and academic functioning of students from Preparatory year to Grade 3 and to decrease problem behaviours. This longitudinal school-led project applied the multi-tiered assessment and intervention components of the SSIS to achieve sustainable outcomes. In each of three project years up to 16 teachers completed the SSIS Performance Screening Guide for approximately 380 students, with nearly half having special needs. Students screened by their teachers as having low levels of prosocial behaviour were assessed using the comprehensive SSIS Rating Scale. The collective data informed the social skills goal priorities among 10 skills targeted and taught by classroom teachers using the SSIS Classwide Intervention Programme (CIP). Intervention effectiveness indicators included change in prosocial behaviour, academic achievement, problem behaviours, wellbeing, and attendance. Students showed marked improvement on all outcome indicators across the three project years, resulting in an improved school climate. Limitations to the evaluation are discussed, followed by recommendations for other schools to adopt similar interventions to achieve sustainable improvement in students' social skills and other outcomes, and school climate. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1296072 |
| Database: | ERIC |
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| Abstract: | Short term experimental studies by DiPerna and colleagues have demonstrated the efficacy of the Social Skills Improvement System (SSIS) to measure and improve the social skills and academic functioning of students from Preparatory year to Grade 3 and to decrease problem behaviours. This longitudinal school-led project applied the multi-tiered assessment and intervention components of the SSIS to achieve sustainable outcomes. In each of three project years up to 16 teachers completed the SSIS Performance Screening Guide for approximately 380 students, with nearly half having special needs. Students screened by their teachers as having low levels of prosocial behaviour were assessed using the comprehensive SSIS Rating Scale. The collective data informed the social skills goal priorities among 10 skills targeted and taught by classroom teachers using the SSIS Classwide Intervention Programme (CIP). Intervention effectiveness indicators included change in prosocial behaviour, academic achievement, problem behaviours, wellbeing, and attendance. Students showed marked improvement on all outcome indicators across the three project years, resulting in an improved school climate. Limitations to the evaluation are discussed, followed by recommendations for other schools to adopt similar interventions to achieve sustainable improvement in students' social skills and other outcomes, and school climate. |
|---|---|
| ISSN: | 1034-912X |
| DOI: | 10.1080/1034912X.2019.1695756 |
