The purpose of the current outcome study was to determine the effects of the
Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the
social-emotional skills and competence, reading proficiency, and promotion between
third-grade students who received the RFS intervention (treatment group; n = 104), and
third-grade students who did not receive the intervention (comparison group; n=91).
Following training in the manualized RFS curriculum, certified school counselors in the
treatment group implemented five, weekly, 30-minute lessons followed by three monthly
booster lessons. This study followed a quasi-experimental, non-equivalent group design.
The study employed a teacher report measure of social-emotional skills and competence
(i.e., Devereux Student Strengths Assessment) and a standardized formative assessment
of reading proficiency (i.e., Reading Running Record). Furthermore, retention data was
provided by the participating school district’s data source. Statistical significance between the groups was measured by a series of
MANCOVA analyses and a Pearson’s chi-square analysis. A partial eta-squared
ηp2 effect size was reported for each dependent variable. The data supported the RFS
classroom guidance program as an effective Social-Emotional Learning (SEL)
intervention for promoting student social-emotional skill development (i.e. selfawareness,
self-management, social awareness, relationship skills, and responsible
decision making) and overall social-emotional competence (SEC). This study provided
support for the use of school counselor-led SEL classroom programs to promote the
social-emotional development of students in the school setting. Furthermore, the study
further supports the value of school counseling interventions for students in the domain
of social-emotional development. Finally, the findings of this study provided empirical
support for the RFS classroom guidance program as an effective SEL intervention. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40787 |
| Contributors | Chanc, Ellen K. (author), Villares, Elizabeth (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Counselor Education |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 201 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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