Twice as Nice? Sustained Exposure to a Universal Social-Emotional Learning Program across Multiple Grades

Autor/inn/en	Hunter, Leah J.; DiPerna, James C.; Cheng, Weiyi; Lei, Puiwa; Hart, Susan Crandall
Titel	Twice as Nice? Sustained Exposure to a Universal Social-Emotional Learning Program across Multiple Grades
Quelle	In: School Mental Health, 13 (2021) 1, S.84-100 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunter, Leah J.) ORCID (DiPerna, James C.) ORCID (Lei, Puiwa) ORCID (Hart, Susan Crandall) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-020-09392-9
Schlagwörter	Social Emotional Learning; Program Effectiveness; Social Development; Emotional Development; Elementary School Students; Grade 2; Skill Development; Academic Ability; Intervention; Grade 1; Time + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; School year 02; 2. Schuljahr; Schuljahr 02; Kompetenzentwicklung; Qualifikationsentwicklung; School year 01; 1. Schuljahr; Schuljahr 01; Zeit
Abstract	Although universal social-emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social-emotional learning program (Elliott & Gresham, Social skills improvement system: classwide intervention program [SSIS-CIP]. NCS Pearson, Bloomington, MN, 2007), on elementary students' social, behavioral, and academic outcomes. Compared to students who experienced the SSIS-CIP in second grade only (N = 218), students exposed to the SSIS-CIP in first and second grade (N = 181) showed further gains in several social skill domain areas as well as academic engagement at the end of second grade. Interactions, however, indicated that some effects were potentially moderated by student or class-level skills at the beginning of second grade. Future research considerations and practical implications for universal social-emotional learning programming are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01