Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2018
EDTF Date Created
2018
Description
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.
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.
Language
Type
Form
Extent
201 p.
Subject (Topical)
Identifier
FA00005992
Additional Information
Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2018.
FAU Electronic Theses and Dissertations Collection
Date Backup
2018
Date Created Backup
2018
Date Text
2018
Date Created (EDTF)
2018
Date Issued (EDTF)
2018
Extension
FAU
IID
FA00005992
Organizations
Attributed name: Florida Atlantic University
Attributed name: College of Education
Attributed name: Department of Counselor Education
Person Preferred Name
Chanc, Ellen K.
author
Graduate College
Physical Description
application/pdf
201 p.
Title Plain
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
Use and Reproduction
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Origin Information
2018
2018
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
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
Other Title Info
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