Evaluation of the Stop & Think Social Skills Program with Kindergarten Students

Autor/inn/en	Hall, John D.; Jones, Craig H.; Claxton, Amy F.
Titel	Evaluation of the Stop & Think Social Skills Program with Kindergarten Students
Quelle	In: Journal of Applied School Psychology, 24 (2008) 2, S.265-283 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	Kindergarten; Interpersonal Competence; Socialization; General Education; Scores; Behavior Problems; Prevention; Pretests Posttests; School Psychology; Cooperation; Social Skills Rating System + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Socialisation; Sozialisation; Allgemein bildendes Schulwesen; Allgemeinbildung; Prävention; Vorbeugung; Schulpsychologie; Co-operation; Kooperation
Abstract	The Stop & Think Social Skills Program was implemented as a stand-alone primary prevention program using a sequential cohort design with two cohorts of kindergarten students. Cohorts were assessed at pretest and posttest using the Social Skills Rating System Teacher Questionnaire. Students in Cohort 1 showed improvement in Social Skills, Academic Competence, and Problem Behaviors. Comparison of posttest scores in this cohort with pretest scores collected at the same time for Cohort 2 indicated that these changes were unlikely to be caused by maturation. Cohort 2 also showed improvement in Social Skills and Problem Behaviors following implementation of the program but did not show a statistically significant change in Academic Competence. In addition, changes in specific academic skills were not consistent across cohorts. Measures of treatment integrity indicated the program was implemented as designed. Social validity ratings by teachers revealed that they believed the intervention enhanced students' social skills, but teachers were concerned about the length of the program and students' understanding of program content. Limitations of the study and the implications of these findings for school psychology are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10