Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. (PsycINFO Database Record
Research findings:
Head Start teachers completed brief rating scales measuring the
social–emotional competence and approaches to learning of preschool
children (Total N = 164; 14% Hispanic-American, 30%
African-American, 56% Caucasian; 56% girls). Head Start lead and assistant
teacher ratings on both scales demonstrated strong internal consistency and
moderate inter-rater reliability. When examined longitudinally, preschool
teacher-rated approaches to learning made unique contributions to the
prediction of kindergarten and first grade academic outcomes, need for
supplemental services, and grade retention, even after accounting for
preschool academic skills. In contrast, preschool teacher-rated
social–emotional competence made unique contributions to the
prediction of reduced behavior problems and peer difficulties in
kindergarten and first grade.
Practice implications:
The findings demonstrate that preschool teachers are able to provide
distinct and reliable ratings of child social–emotional competence
and approaches to learning using brief rating scales, with validity for
predicting elementary school adjustment.
IntroductionTargeted curricular interventions can increase preschool program quality and boost children’s academic and social–emotional readiness skills, but variable funding and weak organizational infrastructure in many community-based childcare centers may reduce the effective implementation of these programs.MethodThis study examined individual teacher and workplace predictors of the REDI program implementation, a targeted school readiness program that was adapted to support delivery in childcare centers. REDI was delivered by 63 teachers in 37 community-based childcare centers with center directors serving as local implementation coaches.ResultsResults showed that individual teacher factors (e.g., teaching skills and receptivity to intervention consultation) predicted the quality with which REDI activities and teaching strategies were delivered, and workplace factors were important predictors across multiple implementation indicators.DiscussionPractice and policy implications for improving intervention implementation and corresponding program quality in childcare centers are highlighted.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.