Manualization, Feasibility, and Effectiveness of the School-Based Social Competence Intervention for Adolescents (SCI-A)

Autor/inn/en	Stichter, Janine P.; Herzog, Melissa J.; Owens, Sarah A.; Malugen, Emily
Titel	Manualization, Feasibility, and Effectiveness of the School-Based Social Competence Intervention for Adolescents (SCI-A)
Quelle	In: Psychology in the Schools, 53 (2016) 6, S.583-600 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21928
Schlagwörter	Intervention; Program Effectiveness; Adolescents; Curriculum; Secondary School Students; Social Development; Executive Function; Theory of Mind; Evidence Based Practice; Autism; Effect Size + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Curricula; Lehrplan; Rahmenplan; Sekundarschüler; Soziale Entwicklung; Autismus
Abstract	Despite the movement toward identification of evidence-based practices (EBPs), there is a discrepancy in the availability of school-based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school-based Social Competence Intervention for Adolescents (SCI-A) curriculum. School personnel were trained to implement SCI-A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI-A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01