SSIS-CIP produces small-to-medium positive effects on teacher-rated social skills in primary-grade classrooms¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 In a cluster randomized trial, SSIS-CIP classrooms showed higher posttest teacher-rated social skills than business-as-usual control classrooms, with adjusted effect sizes from .22 (self-control) to .38 (social engagement). → 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 · i2 · causal · r2
Multi-site cluster randomized trial in 39 classrooms (20 SSIS-CIP, 19 control) in two Pennsylvania districts; multilevel models adjusted for pretest and covariates. The article reports printed effect sizes of .22 (self-control) to .38 (social engagement): "SSIS-CIP effect sizes on posttest teacher ratings ranged from .22 (self-control) to .38 (social engagement)".
"SSIS-CIP effect sizes on posttest teacher ratings ranged from .22 (self-control) to .38 (social engagement)."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — outcome: instruction changes it
Related Claims¶
- SSIS-CIP positively impacts teacher-rated academic motivation and engagement, with a student-level pretest interaction on motivation — a narrower finding that bears on this claim
- SSIS-CIP effects on teacher-rated outcomes are moderated by class-level pretest, favoring lower-pretest classrooms — related
- 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
- PTR-YC reduces preschool children's problem behavior more than business-as-usual, as measured by the SSIS problem behavior subscale — related
- PTR-YC increases preschool children's directly observed engaged time more than business-as-usual — related
- PTR-YC increases preschool children's social skills more than business-as-usual, as measured by the SSIS social skills subscale — related
- PTR-YC reduces preschool children's directly observed challenging behavior more than business-as-usual — related
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