SSIS-CIP shows no effects on directly observed positive social behavior or observed engaged time¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The adjusted standardized difference for observed positive social behavior was 0, indicating no treatment effect on this observational measure. → DiPerna 2014 q3 i? Observed active engaged time (-.03) and passive engaged time (.10) showed no meaningful treatment effects. → DiPerna 2014

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 · i0 · causal · r2

CLOCK structured observations (12-minute observations, paired raters, agreement kappa .91-.99) analyzed with Poisson-distribution multilevel models (N=202). Table 4 prints an adjusted standardized difference of 0 for positive social behavior; active engaged time was -.03 and passive engaged time .10.

"Positive Social .492 (.451) .351 (.268) .370 (.405) .252 (.259) 0"

Discussion¶

Related Claims¶

• SSIS-CIP positively impacts teacher-rated academic motivation and engagement, with a student-level pretest interaction on motivation — related
• 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 — related
• Treatment reduced the percentage of children in the clinical or borderline range on the SSIS-RS Problem Behavior subscale (SRD = −.186) — related