SSIS-CIP positively impacts teacher-rated academic motivation and engagement, with a student-level pretest interaction on motivation¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 SSIS-CIP improved teacher-rated academic motivation, with an adjusted standardized difference of .34. → DiPerna 2014 q3 i1 SSIS-CIP improved teacher-rated academic engagement, with an adjusted standardized difference of .29. → DiPerna 2014 (2) q3 i? There was a statistically significant interaction between SSIS-CIP and student-level pretest on teacher ratings of academic motivation. → DiPerna 2014 (3)

Evidence¶

DiPerna 2014¶

DiPerna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2014). Efficacy of the Social Skills Improvement System – Classwide Intervention Program (SSIS – CIP) in the Primary Grades. SREE Spring 2014 Conference. https://eric.ed.gov/?id=ED562704

q3 · i2 · causal · r2

Teacher ratings in the CRT (ACES Motivation subscale), analyzed with multilevel models adjusting for pretest and covariates. Table 4 prints the effect size .34 for academic motivation (adjusted standardized difference), which the article characterizes as small-medium per Cohen's criterion; the article concludes "SSIS-CIP positively impacted academic engagement and motivation".

"Academic Motivation 3.564 (.428) 3.351 (.497) 3.797 (.320) 3.364 (.454) .34"

DiPerna 2014 (2)¶

DiPerna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2014). Efficacy of the Social Skills Improvement System – Classwide Intervention Program (SSIS – CIP) in the Primary Grades. SREE Spring 2014 Conference. https://eric.ed.gov/?id=ED562704

q3 · i1 · causal · r2

Teacher ratings in the CRT (ACES Engagement subscale), analyzed with multilevel models adjusting for pretest and covariates. Table 4 prints the effect size .29 for academic engagement (adjusted standardized difference), a small effect by the article's Cohen-criterion framing.

"Academic Engagement 3.901 (.444) 3.589 (.481) 4.148 (.350) 3.674 (.529) .29"

DiPerna 2014 (3)¶

DiPerna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2014). Efficacy of the Social Skills Improvement System – Classwide Intervention Program (SSIS – CIP) in the Primary Grades. SREE Spring 2014 Conference. https://eric.ed.gov/?id=ED562704

q3 · i? · causal · r2

Multilevel models included product terms between SSIS-CIP and student-level pretest and demographics; the student pretest by condition interaction on academic motivation was significant and retained in the final model (coefficient -.179, p < .01 in Table 5).

"Moreover, there was a statistically significant interaction between SSIS-CIP and student-level pretest on teacher ratings of academic motivation."

Discussion¶

Related Claims¶

• SSIS-CIP effects on teacher-rated outcomes are moderated by class-level pretest, favoring lower-pretest classrooms — related
• SSIS-CIP produces small-to-medium positive effects on teacher-rated social skills in primary-grade classrooms — a broader claim this one bears on
• SSIS-CIP shows no effects on directly observed positive social behavior or observed engaged time — related
• Treatment reduced the percentage of children in the clinical or borderline range on the SSIS-RS Problem Behavior subscale (SRD = −.186) — related