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The Effects of the Ready for Success Classroom Guidance Program on the Social-Emotional Skills and Competence, Reading Proficiency, and Promotion Rate of Third-Grade Students

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

Identiferoai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40787
ContributorsChanc, Ellen K. (author), Villares, Elizabeth (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Counselor Education
PublisherFlorida Atlantic University
Source SetsFlorida Atlantic University
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation, Text
Format201 p., application/pdf
RightsCopyright © 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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