SSS participation increased growth in appropriate assertion in classroom interactions¶

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

Subclaims¶

q3 i? Treatment schools showed a significantly higher slope of change in teacher-rated assertion than control schools (difference in slope .007, t = 3.41, p < .001). → Webb 2014

Evidence¶

Webb 2014¶

Webb, L., Villares, E., Carey, J., Wells, C., & Sayer, A. (2014). Results of a Randomized Controlled Trial of Student Success Skills. SREE Fall 2014 Conference. https://eric.ed.gov/?id=ED562995

q3 · i? · causal · r2

HLM analysis of teacher-rated assertion in the cluster-randomized SSS trial. The summary table reports an Assertion slope difference of ".007 .002 3.41 <.001"; the assertion treatment model comparison was significant (p = .003).

"Assertion Social Skill Rating System .007 .002 3.41 <.001"

Discussion¶

Related Claims¶

• The SSS evaluation used a cluster-randomized design with 4,321 fifth grade students in 235 classrooms across 60 schools, with data collected at baseline, 6 weeks, and 30 weeks — related
• SSS participation increased growth in classroom engagement relative to control schools — related
• SSS participation increased growth in cooperation in classroom interactions — related
• Participation in the Student Success Skills program reduced the growth of test anxiety over the school year in 5th graders — related
• SSS participation prevented a rise in disruptive behavior over the school year that was observed in control students — related