Skillstreaming
Study: Ciechalski & Schmidt (1995)

Describe how students were selected to participate in the study:

The sample included the entire population 4th grade students enrolled in two social studies classes at the school where the study was carried out.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional or behavioral difficulties (BI):

The sample was intentionally heterogeneous and students were included had the designation of being enrolled in special education, general education, and gifted programs.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• below the 30th percentile on local or national norm, or
• identified disability related to the focus of the intervention?

%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• emotional disability label,
• placed in an alternative school/classroom,
• non-responsive to Tiers 1 and 2, or
• designation of severe problem behaviors on a validated scale or through observation?

%

Specify which condition is the submitted intervention:

A social skills training intervention called “Skillstreaming the Elementary School Child” was implemented by a school counselor. Students in the intervention condition were placed into several heterogeneous groups. Lessons were taught 1 time per week by the school counselor based on identified skill deficiencies using performance feedback, modeling, role playing, and homework. The students maintained notebooks that provided step by step instructions regarding how to perform targeted social skills.

Specify which condition is the control condition:

The control group received regular social studies instruction.

If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is (data from this competing condition will not be used):

Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.

Grade Level

Race–Ethnicity

Socioeconomic Status

Disability Status

ELL Status

Gender

What method was used to determine students' placement in treatment/control groups?

Random

Please describe the assignment method or the process for defining treatment/comparison groups.

The entire population of fourth-grade students (N = 54) enrolled in two social studies classes participated in this 1-year study. Before the beginning of school, students were assigned to a social studies class based on a stratified random sampling method. One class, the treatment group, included 6 gifted students, 14 regular students, and 7 special education students. The other class, the control group, included 6 gifted, 15 regular, and 6 special education students. Three special education students in the control group and 2 regular students in the treatment group either withdrew or transferred to other schools. Therefore, the participants for this study consisted of 22 students with exceptionalities and 27 regular students. All participants came from the surrounding community and were representative of high and low socioeconomic status.

What was the unit of assignment?

Students

If other, please specify:

Please describe the unit of assignment:

What unit(s) were used for primary data analysis?

Schools
Teachers
Students
Classes
Other
If other, please specify:

Please describe the unit(s) used for primary data analysis:

How was the program delivered?

Individually
Small Group
Classroom

What were the background, experience, training, and ongoing support of the instructors or interventionists?

The article specifies that the intervention was delivered by a school counselor. No other relevant information is provided.

Describe when and how fidelity of treatment information was obtained.

The article makes no reference to treatment fidelity.

What were the results on the fidelity-of-treatment implementation measure?

N/A

Was the fidelity measure also used in control classrooms?

N/A

For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not pretest characteristics, please describe the results of those analyses here.

Please explain any missing data or instances of measures with incomplete pre- or post-test data.

If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:

Describe the analyses used to determine whether the intervention produced changes in student outcomes:

MANOVA was used to evaluate differences between intervention and control groups.