Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) primary version.

Abstract

A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured via the SSIS rating scale for all participants, and direct observations were completed for a subsample of participants within each classroom. Results indicated that the SSIS-CIP demonstrated positive effects on teacher ratings of participants' social skills and internalizing behaviors, with the greatest changes occurring in classrooms with students who exhibited lower skill proficiency prior to implementation. Statistically significant differences were not observed between treatment and control participants on teacher ratings of externalizing problem behaviors or direct observation.

A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education

“…Two of these studies have reported negative results of the programmes evaluated (Lemma et al 2012;McGlowry, Snow & Tamis-LeMonda, 2005) while two studies have shown slight improvements in students emotional regulation, social communication skills, cooperation and teamwork (Holen et al 2012; Authors, forthcoming). The strongest findings of the study report improvement in social skills, cooperation, assertion, self-control and engagement (DiPerna et al, 2014).…”

“…Five studies have rigorously evaluated the programmes and the findings are trustworthy (DiPerna et al, 2014;Holen et al, 2012;Lemma et al, 2012;McGlowry, Snow & Tamis-LeMonda, 2005; Authors, forthcoming). However, the results on improvement of the non-cognitive skills are mixed.…”

“…The Social Skills programme as the name explicitly suggests aims to develop the social skills of students and reduce the behavioural problems in the classroom (DiPerna et al, 2014). The specific study (DiPerna et al, 2014) was implemented in first and second grade students in Pennsylvania.…”

Comparison of Social Skills between Students in Ordinary and Talented Schools

“…Therefore, recognizing and treating children with insufficient social skills is considered an important task for psychologists, advisors, and professionals in education and training (Agran et al, 2016;DiPerna, Lei, Bellinger, & Cheng, 2015).…”

Predictable capability of social skills on school satisfaction

“…ラムにおいても，ソーシャルスキルが積極的に取り上 げられ (Bradshaw, Waasdorp, & Leaf, 2015;DiPerna, Lei, Bellinger, & Cheng, 2015;Gresham, Elliott, Cook, Vance, & Kettler, 2010) ，子どもの態度や行動に関して，一定 の効果が維持されることが報告されている (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011 (Chen, Rubin, & Li, 1997;Dubow, Tisak, Causey, Hryshko, & Reid, 1991;Hymel, Rubin, Rowden & LeMare, 1990;前田， 1998;Wentzel, 2003) ， こ れはクラス替えなどによって対人関係は変わるという 不可避な問題は存在するものの，その影響を認めた上 でも，社会的結果の予測を議論することに大きな意義 が見出されているからである。そして，ソーシャルス キルは学習によって獲得され得る対人能力であること から (Gresham, Van, & Cook, 2006 Model 9 は十分な適合度を示し (χ 2 (2) = 0.906, p = .636, CFI = 1.000, TLI =…”