A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2022-11-08 DOI:10.1177/07419325221131913

Paloma Pérez-Clark, D. J. Royer, K. S. Austin, K. Lane

引用次数: 0

Abstract

In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council for Exceptional Children. The other four studies demonstrated neutral/mixed results, and we therefore classified Second Step for middle schools in the mixed evidence category. We discuss the strengths of evaluated studies and future directions for research.

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中学第二步社会情感技能课程的系统评价

在这篇系统综述中，我们评估了中学第二步社会情感学习项目的质量和严谨性。11项研究采用特殊教育循证实践特殊儿童标准委员会标准，加权标准为80%。我们确定五项研究符合加权80%的标准，一项研究显示了特殊儿童委员会定义的积极效果。其他四项研究显示中性/混合结果，因此我们将中学的第二步分类为混合证据类别。我们讨论了评估研究的优势和未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.