Brigman, G., & Webb, L. (2007). Student success skills: Impacting achievement through large and small group work. Group Dynamics: Theory, Research, and Practice.Special Issue: Groups in Educational Settings, 11(4), 283-292. doi:10.1037/1089-26220.127.116.113
Abstract (from PsycINFO):
structured group intervention, Student Success Skills (SSS), targeting
academic and social outcomes, involving over 1,100 students in grades
5, 6, 8, and 9 is described. The goal of the project was to evaluate a
combination guidance/psychoeducational and counseling/interpersonal
problem-solving group model using rigorous research methods. Results
from a series of four studies that consistently demonstrate the
effectiveness of the SSS intervention are presented along with a sample
large group lesson and sample small group session. A discussion of
effective group work practices supporting effective implementation of
the SSS intervention and other structured group interventions follows.
The article concludes with tips for helping professionals in schools
who want to show they make a difference in academic and social outcomes
A brief summary of the research results
of five studies is provided below. For the interested reader, the SSS
program original studies offer a thorough explanation of the
theoretical and empirical basis for the SSS Program, as well as
detailed descriptions of the interventions (see Brigman & Campbell, 2003
; Campbell & Brigman, 2005
; Webb et al., 2005
; Brigman, Webb, & Campbell, 2007
separate studies involving 50 school counselors in 36 schools in two
school districts, with 1,123 students in grades 5, 6, 8, and 9 were
conducted to evaluate the impact of the SSS program on student
performance on state mandated achievement tests. All four studies
targeted students who scored below the 50th percentile on the previous
year's Florida Comprehensive Assessment Test (FCAT) in reading or math.
All four studies used a pretest–posttest control group design with
randomization. The dependent variables were reading and math scale
scores on the FCAT. The FCAT is the mandated state test administered
each spring for grades 3 through 10. The independent variable was the
SSS program. Posttest means for the treatment and comparison students
were compared by using analysis of covariance. The .05 level of
significance was chosen for all four studies. All four studies showed a
consistent pattern of treatment students significantly outperforming
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