Social Skills Improvement System Research Articles

Empowering Social Growth Through Virtual Reality-Based Intervention for Children With Attention-Deficit/Hyperactivity Disorder: 3-Arm Randomized Controlled Trial.

Attention-deficit/hyperactivity disorder (ADHD) usually begins in childhood and is often accompanied by impairments in social functioning. Virtual reality (VR) has emerged as an adjunctive tool to embed in social skills training to enhance the social skills of children with ADHD, but its effectiveness requires further investigation. This study aims to enhance the social skills of children with ADHD by examining the feasibility and effectiveness of VR-based training in comparison to traditional social skills training. A 3-arm randomized controlled trial was conducted with 90 children with ADHD aged 6-12 years. Participants were randomly assigned to 3 weeks of 12-session VR-based social skills training, traditional social skills training, or a waitlist control group of equivalent duration. Outcome measures included assessments by a clinical psychologist who was blinded to group assignments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire, conducted at baseline and after the intervention. The preliminary results support the feasibility and acceptability of VR training for children with ADHD aged 6-12 years. Analysis showed that the VR and traditional social skills training groups experienced a statistically significant improvement in the clinical psychologist assessment of social skills and parent-rated self-control, initiative, and emotional control after the intervention compared with baseline. The VR group performed significantly better than the traditional social skills group on social skills assessed by clinical psychologists (F2,85=76.77; P<.001) and on parent-rated self-control (F2,85=18.77; P<.001), initiative (F2,85=11.93; P<.001), and emotional control (F2,85=17.27; P<.001). No significant between-group differences were found for parent-rated cooperation and inhibition (all P>.05). The findings provide preliminary evidence supporting the feasibility and superior effectiveness of VR-based social skills training compared to traditional approaches for enhancing social skills and related executive functions in children with ADHD. These results suggest that VR may be a valuable tool to embed within social skills interventions for this population. Further research is warranted to explore the long-term impacts and generalizability of these benefits. ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526. RR2-10.2196/48208.

Enhancing Social-Communication and Behavior Skills in Adolescents with Intellectual Disabilities through Computerized Cognitive Training

Although it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 &amp; 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes.

The SSIS SEL Brief Scales – Student Form: Examining the Structural Validity of a Portuguese Version

Abstract Background Despite the increased use of social and emotional learning (SEL) programs, empirical research is hindered by lengthy assessment options, difficult to fit into educational contexts. To cover these needs, the Social Skills Improvement System SEL Brief Scales – Student Form (SSIS SELb-S) was developed. Although it has been translated into several languages, a Portuguese version with sound psychometric properties is still missing. Objective This study aimed to develop the Portuguese version (SSIS SELb-Spt) and to examine its psychometric properties. METHODS: After translating the original SSIS SELb-S to Portuguese, the instrument was administered to 200 5th graders, along with self- and hetero-report measures of school well-being and involvement, peer acceptance, and academic achievement. We examined the SSIS SELb-Spt factorial validity and reliability, tested its correlations with external correlates, and examined the instruments’ predictive validity. Results Results supported a three-factor structure of the scale, which included the dimensions of intrapersonal and interpersonal skills, and responsible decision-making. Correlations with external correlates were in the expected direction. Moreover, the scale predicted school involvement and later academic achievement. Conclusion This study seems to corroborate and extend previous knowledge about the validity of SSIS SELb-S, offering validity and reliability evidence on the scale’s three-factor structure.

Integrating music, drama and visual arts in extracurricular programs: enhancing psychological development in early school-aged children

The "Creative Bridges" study examines the integration of music, drama, and visual arts into extracurricular programs, focusing on its impact on the psychological development of early school-aged children. It addresses the need for holistic educational approaches that cater to cognitive, emotional, and social growth. This mixed-methods research utilized psychodiagnostic tools such as Raven's Progressive Matrices, the Academic Performance Rating Scale (APRS), the Strengths and Difficulties Questionnaire (SDQ), the Social Skills Improvement System (SSIS), and the Peer Relationship Questionnaire (PRQ) to assess a cohort of 64 children aged 11-12, divided into experimental and control groups. The study spanned six months, featuring pre-program, mid-program, post-program, and follow-up assessments. The program demonstrated significant improvements in non-verbal abstract reasoning, academic performance in math and reading, and emotional well-being. It also indicated nuanced effects on social skills and peer relationships, with initial disruptions giving way to eventual enhancements in social interactions. The findings illuminate the cognitive, emotional, and social benefits of arts integration, underscoring the potential of such programs to enrich educational curricula. The discussion delves into the implications of these results for educational practices and policies, advocating for the inclusion of the arts as central to curriculum design. The "Creative Bridges" program highlights the indispensable role of music, drama, and visual arts integration in fostering comprehensive psychological development among children. The study advocates for a broader implementation of arts integration in education, emphasizing its capacity to enhance cognitive abilities, emotional resilience, and social competencies.

The Effect of Neurodevelopmental Disorders Characteristics on Aspects of Social Functioning

Aim The purpose of this study was to estimate the extent to which neurodevelopmental disorders (NDD's) symptoms (motor, sensory, attention and executive function) are associated with aspects of social function among school aged children. Methods This cross-sectional study included 39 children aged 6–9 years old (71.8% boys) who were referred to child development centers due to motor, sensory, and/or cognitive difficulties. The parents completed NDD's symptoms questionnaires: Developmental Coordination Disorder Questionnaire; Child Sensory Profile-2; Attention Deficit Hyperactive Disorder (ADHD) Rating Scale and the Behavior Rating Inventory of Executive Function. They also completed the Social Skills Improvement System and a social participation measure. Results Analysis demonstrated low to moderate correlations between social functioning aspects and the majority of NDD's symptoms. Executive functioning was the only predictor of social skills and social participation and accounted for most of the variability of behavioral problems, alongside a small contribution of ADHD symptoms. Conclusion The findings contribute to the accumulating body of knowledge regarding social abilities of children with NDD's and suggest new information as to the effect of executive functions in this domain. Along with conducting a routine evaluation of social skills among children suspected to have NDD's, executive functions should also be comprehensively evaluated.

Effects of Activity-zoned Playgrounds on Social Skills, Problem Behavior, and Academic Achievement in Elementary-aged Children

Objective: We assessed changes in social skill development, problem behaviors, and academic competencies with an acute implementation of an activity-zoned playground (AZP) during recess. Methods: Third- and fifth-grade students (N = 116) from 2 midwestern elementary institutions were selected to wear an accelerometer at recess and have their teacher complete a pre- and post-intervention assessment of the Social Skills Improvement System (SSIS). We measured physical activity (PA) using Actigraph-GT3X accelerometers for 4 continuous weeks: one week of baseline, 2 weeks of activity zone intervention, one week of post-intervention with activity zone removal. Results: The AZP intervention was effective at increasing MVPA with decreases in sedentary activity during recess for third-grade students whereas fifth-grade students showed no significant change in PA (ps &lt; .001). Furthermore, third-grade children improved their social skill scores by 3% (p = .003), but no change in social skill behavior was noted for fifth-grade students (p = .73); we detected no differences in problem behaviors or academic competence (ps &gt; .05). Conclusion: Activity-zoned playgrounds can improve PA engagement and can lead to improvements in social skill development without worsening problem behaviors, especially in younger students.

School Refusal Behaviour and Social Skills in Children with Attention-Deficit/hyperactivity Disorder

ABSTRACT Children with Attention-Deficit/Hyperactivity Disorder (ADHD) have higher school absenteeism and poorer social skills compared with typically developing children. The objectives of this study were to investigate (1) which forms of school refusal behaviour (SRB) are more common and (2) the relationship between SRB and social skills in children with ADHD. Parents (N = 96) of children with ADHD (M age = 12.4, range 10–15, 61.5% boys) completed the School Refusal Assessment Scale – Revised and the Social Skills Improvement System. Findings were analysed using analysis of variance, correlational analyses, and multiple regression analyses. The most common forms of SRB were avoidance of aversive situations at school and seeking attention from significant others. Significant correlations between different forms of SRB and engagement, autistic traits, cooperation skills, and self-control were found. Less engagement significantly predicted more SRB due to avoidance of aversive situations, avoidance of social situations, and seeking attention from significant others in multiple regression analyses. Targeting social engagement in social skills training for children with ADHD may decrease SRB.

Examining the structural validity of the teacher-rated SSIS-RS and SSIS SEL scales

ABSTRACT The Social Skills Improvement System-Rating Scales (SSIS-RS) and the Social Skills Improvement System Social and Emotional Learning Edition (SSIS SEL) are rating scales used to assess social behavior in children and adolescents. While the SSIS-RS is well-regarded and used worldwide, the SSIS SEL is establishing foothold. In the current study, we used confirmatory factor analyses to investigate the structural validity of teacher-reported social skills in both the SSIS-RS and SSIS SEL in a large sample of Norwegian first-grade students (n = 879). Our evaluation indicates that the six-factor SSIS SEL models displayed superior fit compared to the seven-factor structures of SSIS-RS in our data. Results provide evidence of (a) several excessive factor correlations in both structures, (b) a few items overlapping in content, and (c) five items that appeared statistically distinct from the overall concepts of social skills (SSIS-RS) and social and emotional competency (SSIS SEL).

Using Restricted Interests in Cognitive Behavioral Therapy for Children With Autism Spectrum Disorder: Results From a Preliminary Randomized Controlled Trial.

Children with autism spectrum disorder (ASD) exhibit significant deficits in social communication and emotion regulation skills. While cognitive behavioral therapy (CBT) applications appear promising, trials to date have largely excluded social communication skill development and have not been designed to include a wider range of emotional challenges. To our knowledge, the present study is the first to pilot a uniquely modified CBT program targeting emotion regulation, including social communication training, and explicitly focusing on the child's areas of circumscribed interest in order to teach skills and promote generalization. Forty participants were randomly assigned to either the CBT group or a waitlist control (WLC) group, resulting in 20 school-aged children in each group. The treatment approach was determined to be feasible and acceptable, and therapy engagement and attendance were reasonably high. Caregivers expressed high satisfaction with the program, qualitatively citing gains in skills such as social problem-solving, emotion identification, and identifying and processing cognitive distortions. The primary outcome of postintervention changes was not significantly different between the groups (CBT vs. WLC). The mean Social Skills Improvement System score decreased by 0.44 points (95% confidence interval [CI]: -5.04, 4.15) in the CBT group and increased by 0.41 points (95% CI: -4.23, 5.04) in the WLC group, and the postintervention changes were not significantly different between the groups (difference: -0.85; 95% CI: -7.29, 5.60; p = .79). The estimated rate of emotional dysregulation episodes decreased by a factor of 0.94 (95% CI: 0.57, 1.56) in the CBT group and increased by a factor of 1.07 (95% CI: 0.51, 2.24) for WLC (p = .74). Among those who reported emotional dysregulation episodes, the mean duration decreased by 1.39 minutes (95% CI: -3.90, 6.67) less for CBT than waitlist (p = .60). Although satisfaction, acceptability, and emotional dysregulation outcome results from this preliminary CBT treatment for ASD are promising, sample size and measurement limitations will be important considerations to inform future trials.

The Influence of Cooperative Learning Models and Learning Styles on Social Skills in University Student

The affective domain is very important in supporting students' social skills as a predictor of academic success. The purpose of this study was to test the effectiveness of the Jigsaw learning model compared to the Student Team Achievement Division (STAD) learning model as an effort to improve students' social skills. The method in this study uses an experimental method with a 2x2 factorial design. The population in this study were 270 students of the Department of Physical Education who contracted the Taekwondo Learning course. The sample involved in this research was 64 people using a cluster random sampling technique. The instruments used were the VARK Questionnaire to determine student learning styles, and the Social Skills Improvement System questionnaire. Data analysis technique using Factorial ANOVA test. The results showed that the value of the main effect on the learning model has a significant value. 0.274 &amp;gt; 0.05, which means that there is no significant difference in the effect of applying the learning model on students' social skills, but there is an interaction between the learning model and learning styles. The Jigsaw learning model has a significant effect compared to the STAD learning model for students with the Kinesthetic learning style, whereas for students with the Aural learning style there is no significant difference between the two models. Both social skills can be improved through the Jigsaw and STAD learning models, but when students who have a Kinesthetic learning style are more advised to use the Jigsaw learning model.

Play brick therapy to aid the social skills of children and young people with autism spectrum disorder: the I-SOCIALISE cluster RCT

BackgroundSocial skills interventions are commonly recommended to help children and young people with autism spectrum disorder develop social skills, but some struggle to engage in these interventions. LEGO®(LEGO System A/S, Billund, Denmark) based therapy, a group social skills intervention, aims to be more interesting and engaging.ObjectiveTo evaluate the clinical effectiveness of LEGO®based therapy on the social and emotional skills of children and young people with autism spectrum disorder in school settings compared with usual support. Secondary objectives included evaluations of cost-effectiveness, acceptability and treatment fidelity.DesignA cluster randomised controlled trial randomly allocating participating schools to either LEGO®based therapy and usual support or usual support only.SettingMainstream schools in the north of England.ParticipantsChildren and young people (aged 7–15 years) with autism spectrum disorder, their parent/guardian, an associated teacher/teaching assistant and a facilitator teacher/teaching assistant (intervention schools only).InterventionSchools randomised to the intervention arm delivered 12 weekly sessions of LEGO®based therapy, which promotes collaborative play and encourages social problem-solving in groups of three children and young people with a facilitator (trained teacher or teaching assistant). Participants received usual support from school and community services. Participants in the control arm received usual support only. Research assistants and statisticians were blind to treatment allocation.Main outcome measureThe social skills subscale of the Social Skills Improvement System (SSIS), completed by the children and young people’s unblinded teacher pre randomisation and 20 weeks post randomisation. The SSIS social skills subscale measures social skills including social communication, co-operation, empathy, assertion, responsibility and self-control. Participants completed a number of other pre- and post-randomisation measures of emotional health, quality of life, loneliness, problem behaviours, academic competence, service resource utilisation and adverse events.ResultsA total of 250 children and young people from 98 schools were randomised: 127 to the intervention arm and 123 to the control arm. Intention-to-treat analysis of the main outcome measure showed a modest positive difference of 3.74 points (95% confidence interval –0.16 to 7.63 points, standardised effect size 0.18;p = 0.06) in favour of the intervention arm. Statistical significance increased in per-protocol analysis, with a modest positive difference (standardised effect size 0.21;p = 0.036). Cost-effectiveness of the intervention was found in reduced service use costs and a small increase in quality-adjusted life-years. Intervention fidelity and acceptability were positive. No intervention-related adverse events or effects were reported.ConclusionsThe primary and pre-planned sensitivity analysis of the primary outcome consistently showed a positive clinical difference, with modest standardised effect sizes of between 0.15 and 0.21. There were positive health economics and qualitative findings, corroborated by the difference between arms for the majority of secondary outcomes, which were not statistically significant but favoured the intervention arm. Post hoc additional analysis was exploratory and was not used in drawing this conclusion. Given the small positive change, LEGO®based therapy for children and young people with autism spectrum disorder in schools should be considered.LimitationsThe primary outcome measure was completed by an unblinded teacher (rather than by the facilitator).Future workThe study team recommends future research into LEGO®based therapy, particularly in school environments.Trial registrationThis trial is registered as ISRCTN64852382.FundingThis award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 15/49/32) and is published in full inPublic Health Research; Vol. 11, No. 12. See the NIHR Funding and Awards website for further award information.

The Role of Father's Involvement and Social Competencies on Academic Achievement in Children

This study aims to determine the relationship between father involvement and social competence on academic achievement in children. This study uses a correlational quantitative approach. The subjects in this study were fathers, teachers and children aged 8-13 years. The sampling technique in the study was accidental sampling. The number of samples in this study were 123 respondents. Measurements in this study used the Social Skills Improvement System (SSIS) scale from Gresham and Elliott, the Inventory of Father Involvement (IFI) scale from Hawkins and students' academic report cards. The data analysis technique used the Spearman correlation test. The results of this study indicate that there is no significant relationship between the role of father involvement and academic achievement but there is a significant relationship between social competence and academic achievement. This research is expected to have an impact on teachers, parents and schools to improve students' social competence to support students' academic

Mothers' experiences of emotional abuse from an intimate partner and its associations with children's developmental outcomes at 5 years

BackgroundIntimate partner violence (IPV) is associated with an increased risk of poorer child development. Existing research has focused on physical abuse with less known about the associations with emotional IPV. ObjectiveTo describe the period prevalence of mother's experiences of emotional IPV during children's preschool years and associations with child mental, physical, social, and cognitive development. MethodsSecondary analysis of control group data (n = 194) from an Australian randomised trial (right@home), which recruited pregnant women experiencing social adversity from antenatal clinics in 2013–14. Women reported emotional abuse (Composite Abuse Scale) at child ages 3–5 years. Measures of child development at 5 years included: Strengths and Difficulties Questionnaire, Social Skills Improvement System, Pediatric Quality of Life Inventory, Clinical Evaluation of Language Fundamentals, School Entry Alphabetic and Phonological Awareness Readiness Test, NIH executive function subtests, sleep and health. The prevalence of emotional IPV from 3 to 5 years was estimated. Regression models compared developmental outcomes according to emotional IPV exposure, adjusted for child age, child gender, and maternal education. Missing data were accounted for using multiple imputation. ResultsFrom 3-5 years, emotional IPV was experienced by 57% of women. Emotional IPV exposure was consistently associated with poorer child developmental outcomes. Differences were most apparent for SDQ internalising (mean difference 1.2, 95% CI 0.2 to 2.1) and externalising difficulties (1.2, 95% CI −0.1 to 2.4). ConclusionsEmotional IPV was highly prevalent amongst families experiencing social adversity. Developing acceptable and effective identification processes and interventions that prioritise families experiencing co-occurring social adversities should be a public health priority.

Validation of Italian students' self-ratings on the SSIS SEL brief scales.

Despite increasing interest in measuring social and emotional learning (SEL), there is a lack of European-validated tools for assessing the efficacy of SEL programs. The aim of this study was to validate an Italian version of the social skills improvement system (SSIS) SEL brief scales-student form. Participants were 1,175 students (mean age: 11.02 years; SD: 2.42; range: 8-16 years; males: 46.8%) recruited at schools in Northern Italy. Initial confirmatory factor analysis encountered a series of challenges, implying non-convergence of the original five-factor measurement model (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) based on the Collaborative on Academic Social Emotional Learning (CASEL) competency framework established with students in the United States. Further exploratory and confirmatory analyses supported a four-factor model that remained partially invariant across gender groups. The Italian version of the SSIS SEL brief scales was thus shown to be an efficient measurement tool for estimating social and emotional learning in students. We discuss the implications of findings in relation to selecting valid and reliable instruments for assessing children's and adolescents' SEL competencies, while considering the culturally-situated nature of the constructs under study.

Social Validity and Cultural Relevance of the SSIS SEL Classwide Intervention Program in Context: Insights From First- and Second-Grade Teachers

Classroom teachers are often the primary implementers of universal social–emotional learning (SEL) in U.S. elementary schools with first-hand insight on translating programs into authentic settings and local contexts. This study examined social validity and cultural relevance ratings, indicators of implementation, and feedback from 57 first- and second-grade teachers participating in an effectiveness trial of the Social Skills Improvement System – Social Emotional Learning Edition – Classwide Intervention Program (SSIS SEL CIP; Elliott & Gresham, 2017). Teacher ratings were acceptable to very good across domains and were generally robust to group differences but did not appear to relate to implementation. Coding themes from written open-ended responses indicated teachers’ positive feedback most often related to teacher and student appeal, and many teachers reported integrating aspects of the program into their daily instructional practice. Teachers’ negative feedback most frequently focused on student engagement and understanding, and the most common suggestions described improvements to the lesson slides and videos. Impact Statement After teaching the SSIS SEL CIP, a classwide social skills program, first- and second-grade teachers from several U.S. communities generally viewed the program positively but also provided feedback and suggestions focused on enhancing student interest and understanding. Ratings were similar across groups of teachers but did not appear to relate to how they taught the program. Teacher opinions on universal SEL can reveal what works in diverse schools in authentic contexts, guide local decisions, and improve implementation of school-based interventions.

Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.

Effective universal social skills programs are intended to facilitate the development of students' social competencies and enhance classroom learning. As such, the present study sought to provide additional insights and a more nuanced understanding of the impacts of one such universal program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Using a person-centered data analytic approach, we evaluated SSIS-CIP's association with heterogeneity in patterns of change on social skills and problem behavior measures over time for second-grade students. Specifically, latent profile analysis yielded three consistent behavior profiles over time: high social competence and low problem behavior, moderate social competence and low problem behavior, and low social competence and high problem behavior. Latent transition analysis suggested that students who were exposed to the SSIS-CIP program were more likely to stay in the same profile or transfer to a more positive behavioral profile than students in the comparison condition. The SSIS-CIP also appeared to benefit those with lower levels of skills and likely in need of intervention. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Embedding nurse home visiting in universal healthcare: 6-year follow-up of a randomised trial

ObjectiveNurse home visiting (NHV) is designed to redress child and maternal health inequities. Of the previous trials to investigate NHV benefits beyond preschool, none were designed for populations with universal...

Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children

The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.

Social skills critical for success in elementary school: teachers and special educators’ perspective

Introduction Students with more advanced social skills are more likely to meet teacher expectations in terms of classroom behaviour and participation in the teaching and learning process. On the other hand, students with special educational needs (SEN) often have difficulties in developing these skills. Insight into social skills that teachers consider critical for the success of students in their classes enables better preparation of SEN students for inclusion in a mainstream environment. The purpose of this study is to determine which social skills are considered critical for classroom success by regular teachers who teach students with autism spectrum disorder (ASD) in inclusive classrooms and special educators in special schools. Method The sample consists of 33 regular teachers and 57 special educators. The Social Skills Improvement System (SSIS) Teaching Form was used for data collection. Results Both participant groups attributed the highest value to Cooperation skills, however skills related to Responsibility and Self-Control were also highly valued. Ratings of teachers and special educators differ significantly only for Empathy skills, with significantly lower values attributed by special educators. Significant differences between participants who teach in lower and upper elementary grades were found only for special educators, with a higher value for Assertion attributed by special educators in upper grades. Conclusion Teachers and special educators place significant emphasis on social skills such as Cooperation, Responsibility, and Self-Control, which facilitate unhindered teaching and learning processes.

When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms

As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program (Social Skills Improvement System SEL Classwide Intervention Program) in primary classrooms. Three latent profiles of implementation were identified based on dosage, adherence, quality of delivery, student engagement and teachers’ impression of lessons. Although results suggested that classrooms with moderate- and high-level implementation practices generally showed higher gains in student outcomes than those with low-level implementation, these differences did not reach statistical significance except for academic motivation. Implications for school-based universal SEL program planning, implementation, and evaluation are discussed.