The Effectiveness of 9th Grade Social Skill Lessons in Positive Behavior Supports and Interventions

Abstract

Age-appropriate use of social skills throughout a student’s K-12 career has been linked to a variety of favorable academic and behavioral outcomes. Delays in social skill development are often present in the secondary setting, especially among at-risk students, and research has highlighted 9th grade as a key transition period to address social skills due to the demands of high school. This U.S. study employed a pre- and post-test control group design within one high school implementing Tier 1 School-Wide Positive Behavior Supports and Interventions to fidelity to examine if involvement in supplemental social skill lessons targeted for 9th grade students resulted in increased teacher and/or student perceptions of social competence related to the demands of the high school setting. Results from this study indicate the supplemental lessons were effective for all 9th grade students, and hold promise for students at risk of social, emotional, or behavioral challenges, and students with disabilities according to teacher report. Alternatively, self-report student data was not significant. Teachers found the lessons socially valid and feasible to implement. Implications and future research are discussed.