Does Universal SEL Work under Typical Implementation Practices? Outcomes of a First Grade Effectiveness Trial

Autor/inn/en	DiPerna, James C.; Hart, Susan Crandall; Lei, Pui-Wa; Sun, Tianying; Zhao, Hui; Husmann, Kyle; Li, Xinyue
Titel	Does Universal SEL Work under Typical Implementation Practices? Outcomes of a First Grade Effectiveness Trial
Quelle	(2023), (57 Seiten)Verfügbarkeit
Zusatzinformation	ORCID (DiPerna, James C.) ORCID (Hart, Susan Crandall) ORCID (Lei, Pui-Wa) ORCID (Zhao, Hui) ORCID (Husmann, Kyle) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Social Emotional Learning; Elementary School Students; Grade 1; Program Effectiveness; Program Implementation; Social Behavior; Measures (Individuals); Control Groups; Prosocial Behavior; Antisocial Behavior; Skill Development; Class Activities; Classroom Environment; Educational Practices; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Social behaviour; Soziales Verhalten; Messdaten; Kompetenzentwicklung; Qualifikationsentwicklung; Klassenklima; Unterrichtsklima; Bildungspraxis
Abstract	The purpose of this study was to explore the effectiveness of a universal classroom-based socialemotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to all curricular materials from the SSIS SEL Classwide Intervention Program (Elliott & Gresham, 2017). Consistent with the goals of an effectiveness trial, teachers made local decisions regarding how they implemented the SSIS SEL CIP within their own classroom. Measures of participating students' (N= 365) social behavior (positive and negative) were collected before and after program implementation in all participating classrooms (treatment and business-as-usual control). Overall, results were mixed relative to hypotheses. Main effects tended to be non-significant and negligible in size; however, several interactions indicated positive outcomes resulting from program exposure (increases in prosocial behavior, decreases in negative social behavior) for students with lower skills at baseline. In addition to replication, future research directions include identifying critical program components and approaches to implementation that optimize program effectiveness under authentic conditions. [This paper will be published in "Journal of Educational Effectiveness.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01