Hunter Leah J, DiPerna James C, Hart Susan Crandall, Crowley Max
Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University.
Department of Human Development and Family Studies, Pennsylvania State University.
Sch Psychol Q. 2018 Mar;33(1):147-154. doi: 10.1037/spq0000232.
Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. (PsycINFO Database Record
尽管在学校中实施普及性社会情感学习项目正变得越来越普遍，但很少有研究考察此类项目的成本效益。因此，本文的目的有两个。首先，我们概述了针对校本项目的成本效益方法，其次，我们分享了一项普及性社会情感学习（SEL）项目——社交技能提升系统——全班级干预项目（SSIS-CIP；埃利奥特和格雷沙姆，2007年）的成本效益分析（CEA）结果。具体而言，我们比较了在一年级和二年级教室实施SSIS-CIP的成本效益，结果表明，二年级是实施SSIS-CIP更具成本效益的选择。文中讨论了关于普及性SEL项目成本效益分析的若干考量，以及利用CEA结果为项目决策提供信息的重要性。（《心理学文摘数据库记录》
