A school-wide three-tiered program of social skills intervention: Results of a three-year cohort study

Susan Fread Albrecht, Sarup Mathur, Ruth E. Jones, Saad Alazemi

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

The purpose of this paper was to summarize the implementation of a schoolwide tiered intervention program in three Midwestern U.S. elementary schools over a period of three years. The program, Social Skills Training and Aggression Reduction Techniques plus Time-Away (STARTPlus) includes components of social skills training at the universal primary level, small group instruction at the targeted level, and individualized, intensive intervention in problem-solving and conflict resolution at the tertiary level. The effectiveness of the tiered program was assessed through measures of attendance, frequency of Time-Away referrals, frequency of disciplinary referrals, and levels of academic achievement. Results indicated significant increases in attendance, reductions in Time-Away and disciplinary referrals, and mixed results in academic achievement scores. Informal survey and anecdotal data indicated changes in the climate of the school. Implications for future research and limitations are included.

Original languageEnglish (US)
Pages (from-to)565-586
Number of pages22
JournalEducation and Treatment of Children
Volume38
Issue number4
DOIs
StatePublished - Nov 1 2015

Keywords

  • Response to intervention
  • Social skills instruction
  • Tiered social skills intervention

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'A school-wide three-tiered program of social skills intervention: Results of a three-year cohort study'. Together they form a unique fingerprint.

  • Cite this