DiPerna James Clyde, Lei Puiwa, Bellinger Jillian, Cheng Weiyi
Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University.
Sch Psychol Q. 2015 Mar;30(1):123-141. doi: 10.1037/spq0000079. Epub 2014 Aug 11.
A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured via the SSIS rating scale for all participants, and direct observations were completed for a subsample of participants within each classroom. Results indicated that the SSIS-CIP demonstrated positive effects on teacher ratings of participants' social skills and internalizing behaviors, with the greatest changes occurring in classrooms with students who exhibited lower skill proficiency prior to implementation. Statistically significant differences were not observed between treatment and control participants on teacher ratings of externalizing problem behaviors or direct observation.
开展了一项多地点整群随机试验，以检验社交技能提升系统全班干预项目（SSIS-CIP；埃利奥特和格雷沙姆，2007年）对学生课堂社交行为的影响。最终样本包括来自38个二年级班级的432名学生。通过SSIS评定量表对所有参与者的社交技能和问题行为进行了测量，并对每个教室内的部分参与者样本进行了直接观察。结果表明，SSIS-CIP对教师评定的参与者社交技能和内化行为产生了积极影响，最大的变化发生在实施前技能熟练度较低的学生所在的班级。在教师对外化问题行为的评定或直接观察方面，未观察到治疗组和对照组参与者之间存在统计学上的显著差异。
