Evaluation of a Social Skills Program for Early Elementary Students: "We Have Skills"

Autor/inn/en	Smolkowski, Keith; Walker, Hill; Marquez, Brion; Kosty, Derek; Vincent, Claudia; Black, Carey; Cil, Gulcan; Strycker, Lisa A.
Titel	Evaluation of a Social Skills Program for Early Elementary Students: "We Have Skills"
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 4, S.717-747 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolkowski, Keith) ORCID (Cil, Gulcan) ORCID (Strycker, Lisa A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2022.2037798
Schlagwörter	Interpersonal Competence; Program Effectiveness; Curriculum Design; Self Efficacy; Classroom Techniques; Behavior Patterns; Elementary School Students; Elementary School Teachers; Arizona; California; Colorado; Nevada; Ohio; Oregon; New Mexico; Utah; Washington + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Lehrplangestaltung; Self-efficacy; Selbstwirksamkeit; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	This paper reports the results of a randomized controlled trial evaluating "We Have Skills," a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817 of their students. On key outcomes of student academically related behavioral skills and classroom adjustment, intervention teachers reported greater gains for their students than comparison teachers (Hedges's g [greater than or equal to] 0.19). Baseline scores moderated effects, demonstrating greater differences between conditions for initially struggling students. Intervention teachers also reported greater improvements on their sense of self-efficacy for classroom management and concerns about student behavior (\|g\| [greater than or equal to] 0.30) relative to comparison teachers. Effect sizes were similar to or greater than those reported for similar programs, and an economic analysis suggested that "We Have Skills" was less costly than many. The findings support cost-effective solutions that teach social-behavioral skills in early elementary grades--and suggest that such programs may be especially beneficial for students who struggle with academically related behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01