TY - JOUR
T1 - Exploring solutions to address students’ social competencies to facilitate school success
T2 - A usability and feasibility study
AU - Common, Eric Alan
AU - Buckman, Mark Matthew
AU - Lane, Kathleen Lynne
AU - Leko, Melinda
AU - Royer, David James
AU - Oakes, Wendy Peia
AU - Allen, Grant Edmund
N1 - Funding Information:
In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and Author note: This research was supported in part by Institute of Education Sciences Partnership Grant (R305H150018). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred.
Funding Information:
This research was supported in part by Institute of Education Sciences Partnership Grant (R305H150018). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred.
Publisher Copyright:
© 2019, West Virginia University Press. All rights reserved.
PY - 2019/11
Y1 - 2019/11
N2 - In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the Social Skills Improvement System—Intervention Guide and Positive Action Counselor’s Kit, which emphasize teaching and reinforcing social skills associated with success within and beyond school settings. We described how datainformed decisionmaking processes were conducted to design, implement, and evaluate social skills interventions, including monitoring student outcomes across the two programs. We end with a discussion of barriers and enablers toward conducting datainformed social skills interventions in authentic educational settings.
AB - In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the Social Skills Improvement System—Intervention Guide and Positive Action Counselor’s Kit, which emphasize teaching and reinforcing social skills associated with success within and beyond school settings. We described how datainformed decisionmaking processes were conducted to design, implement, and evaluate social skills interventions, including monitoring student outcomes across the two programs. We end with a discussion of barriers and enablers toward conducting datainformed social skills interventions in authentic educational settings.
KW - Datainformed decisionmaking
KW - Emotional or behavioral disorders
KW - Social competencies
KW - Social skills interventions
KW - Tier 2
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UR - http://www.scopus.com/inward/citedby.url?scp=85073755192&partnerID=8YFLogxK
U2 - 10.1353/etc.2019.0023
DO - 10.1353/etc.2019.0023
M3 - Article
AN - SCOPUS:85073755192
SN - 0748-8491
VL - 42
SP - 489
EP - 514
JO - Education and Treatment of Children
JF - Education and Treatment of Children
IS - 4
ER -