A School-wide Three-tiered Program of Social Skills Intervention: Results of a Three-year Cohort Study

• Published in: Education & treatment of children Vol. 38; no. 4; pp. 565 - 586
• Main Authors: Albrecht, Susan Fread, Mathur, Sarup R., Jones, Ruth E., Alazemi, Saad
• Format: Journal Article
• Language: English
• Published: New York West Virginia University Press 01-11-2015; West Virginia University Press, University of West Virginia
• Subjects: Academic Achievement; Aggression; Attendance; Behavior; Behavior Modification; Behavior Problems; Children's social skills; Core curriculum; Discipline; Educational Environment; Elementary School Students; Elementary Schools; Friendship; Interpersonal Competence; Intervention; Learner Engagement; Learning; Peer relationships; Peers; Program Effectiveness; Referral; Response to Intervention; School Activities; School discipline; School environment; Schools; Skill development; Social research; Student attitudes; Study and teaching; Success; Teachers; Teaching; Training; United States (Midwest); United States
• ISSN: 0748-8491; 1934-8924; 1934-8924
• DOI: 10.1353/etc.2015.0023

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.