A cluster randomized trial of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in first grade

James Clyde DiPerna, Puiwa Lei, Weiyi Cheng, Susan Crandall Hart, Jillian Bellinger

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions. Teachers assigned to the treatment condition implemented the SSIS-CIP over a 12-week period. Students' social skills, problem behaviors, and approaches to learning were assessed via teacher ratings and direct observations of classroom behavior. In addition, their early literacy and numeracy skills were measured via computer-adaptive standardized tests. SSIS-CIP participation yielded small positive effects in students' social skills (particularly empathy and social engagement) and approaches to learning (academic motivation and engagement). Students' problem behaviors and academic skills, however, were unaffected by SSIS-CIP exposure.

Original languageEnglish (US)
Pages (from-to)1-16
Number of pages16
JournalJournal of Educational Psychology
Volume110
Issue number1
DOIs
StatePublished - Jan 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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