This document summarizes Zoo U, an online game designed to assess and teach social skills to children aged 7-12. Zoo U was developed by 3C Institute with funding from the U.S. Department of Education. In Zoo U, children take on the role of students at a virtual zookeeper school and navigate social scenarios. Research shows Zoo U is effective at improving children's social skills like communication and cooperation. It also identifies children who may have issues like bullying. Zoo U provides benefits over traditional assessment methods by being low-cost, time efficient, and reducing bias. It engages both children and educators by making social skills learning fun. Ongoing research continues to evaluate Zoo U's effectiveness in helping children develop important social
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
Social and emotional learning (SEL) involves developing skills like self-awareness, relationship skills, and responsible decision-making. The document discusses how SEL benefits children in several ways: it improves school performance, relationships, emotional adjustment, and mental health. SEL is especially important for children in contexts of violence or conflict, as it helps build resilience. Effective SEL programs aim to empower children and promote skills like conflict resolution. Integrating SEL into education can help children cope with adversity and prevent future conflicts. Teachers play a key role in SEL by supporting safe, caring classrooms that foster social and emotional development along with academic learning.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
Problems of Aggressive Behaviour among Primary School Childreniosrjce
This paper identifies the issue of pupils’ indiscipline as manifested in some anti-social behaviour
among which aggression is one, especially in the primary school for a long time. This paper focuses on the
nature of aggression, causation of this detrimental behaviour (aggression). It also touches on the effects of
aggression, discussion on the process of controlling it among the individual children in both school and the
home and finally concluded with specific recommendations by the authors.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
This document presents research on the quality of childcare and its effects on school readiness and child development outcomes. It discusses different types of childcare (parental, home-based, center-based) and reviews literature showing that higher quality care leads to better school preparation. The authors conducted interviews and surveys of parents, teachers and administrators to examine factors like curriculum, funding, facilities, teacher qualifications, and state laws. The analysis found some correlations between these factors and parent perceptions of quality care. The conclusions call for more research on childcare's impacts to influence policymaking.
ECJ_p34-41_4 Education-Engaging the disengagedLouise Kinnaird
This document discusses ways to engage disengaged students in learning. It begins by outlining some of the risks of disengagement, such as lower academic achievement and economic success. It then discusses that disengagement can stem from a combination of internal and external factors. The document provides data on the prevalence of disengagement in the UK. It discusses approaches schools have taken to reengage students, such as building relationships, improving teaching quality, using mentors, and adapting curriculum. Case studies highlight using leadership, working with parents, giving students responsibility, and incorporating arts. The document concludes that high-quality teaching and leadership are especially important for reengaging disengaged students.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
Social and emotional learning (SEL) involves developing skills like self-awareness, relationship skills, and responsible decision-making. The document discusses how SEL benefits children in several ways: it improves school performance, relationships, emotional adjustment, and mental health. SEL is especially important for children in contexts of violence or conflict, as it helps build resilience. Effective SEL programs aim to empower children and promote skills like conflict resolution. Integrating SEL into education can help children cope with adversity and prevent future conflicts. Teachers play a key role in SEL by supporting safe, caring classrooms that foster social and emotional development along with academic learning.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
Problems of Aggressive Behaviour among Primary School Childreniosrjce
This paper identifies the issue of pupils’ indiscipline as manifested in some anti-social behaviour
among which aggression is one, especially in the primary school for a long time. This paper focuses on the
nature of aggression, causation of this detrimental behaviour (aggression). It also touches on the effects of
aggression, discussion on the process of controlling it among the individual children in both school and the
home and finally concluded with specific recommendations by the authors.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
This document presents research on the quality of childcare and its effects on school readiness and child development outcomes. It discusses different types of childcare (parental, home-based, center-based) and reviews literature showing that higher quality care leads to better school preparation. The authors conducted interviews and surveys of parents, teachers and administrators to examine factors like curriculum, funding, facilities, teacher qualifications, and state laws. The analysis found some correlations between these factors and parent perceptions of quality care. The conclusions call for more research on childcare's impacts to influence policymaking.
ECJ_p34-41_4 Education-Engaging the disengagedLouise Kinnaird
This document discusses ways to engage disengaged students in learning. It begins by outlining some of the risks of disengagement, such as lower academic achievement and economic success. It then discusses that disengagement can stem from a combination of internal and external factors. The document provides data on the prevalence of disengagement in the UK. It discusses approaches schools have taken to reengage students, such as building relationships, improving teaching quality, using mentors, and adapting curriculum. Case studies highlight using leadership, working with parents, giving students responsibility, and incorporating arts. The document concludes that high-quality teaching and leadership are especially important for reengaging disengaged students.
The document discusses how play impacts early childhood development in three key areas. Play is an effective way for young children to learn as it allows them to learn in a self-directed way. Different types of play, like open-ended, modeled, and purposely framed play can be used in the classroom, with purposely framed play being the most effective as it provides teacher interaction. Play also positively impacts classroom behavior and helps children interact with peers in a way that fosters social and problem solving skills. Observations of a preschool support these concepts of using play to integrate curriculum and have children work together in small groups.
This document summarizes a presentation about autism in pre-school classrooms. It discusses how autism is often not diagnosed until around age 5.7, despite signs being noticeable earlier. It also provides perspectives from teachers on the challenges and rewards of working with autistic children. The core deficits of autism - social deficits, communication deficits, and restricted/repetitive behaviors - are outlined. The teacher's role in early recognition of signs, making appropriate referrals, and assisting with educational plans is also discussed.
This document discusses social emotional learning (SEL) and its connection to anti-bullying efforts. It defines bullying and identifies issues related to bullying like its negative impacts on students. SEL is described as helping students develop life skills to manage themselves, relationships, and emotions. SEL skills can help improve social skills and reduce bullying. National education policy supports providing safe, nurturing environments for learning. The Chicago public school system's Second Step program incorporating SEL is highlighted. In conclusion, the document advocates for SEL to address bullying in schools.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document discusses reward charts and reinforcement systems in education. It provides an overview of how reward charts can promote good behavior by allowing children to work towards rewards. It then describes examples of reward systems used successfully in classrooms for children with behavioral issues. The document also summarizes three credible sources that discuss the positive impact of reward systems, such as increasing student participation and desirable behaviors, when implemented properly.
How Character and Social Building Programs Can Benefit our ChildrenJose Rios
This document discusses how character and social skills building programs can benefit children in schools. It analyzes two such programs, Second Step and Skillstreaming, and finds they both teach important skills like empathy, problem-solving, and emotion regulation in evidence-based ways. The author concludes these programs provide structured lessons to help students develop social and emotional intelligence, which supports positive behavior and learning. Implementing one of these programs starting in kindergarten could help students gain skills for respectful interactions and academic success.
The document discusses various assessment tools and strategies used for students with autism spectrum disorder (ASD). It describes screening instruments, diagnostic assessment tools, curriculum-based assessments, progress monitoring, and program evaluation. Social stories and video modeling are presented as strategies to help with social skills. Self-monitoring, checklists, and social problem-solving approaches are also summarized. The goal is to identify student needs and monitor progress to help with meaningful participation in society.
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
This document discusses strategies for teaching social skills to students with autism spectrum disorder (ASD). It begins by explaining that focusing on differences in ASD as a culture highlights strengths rather than deficits. It then discusses tools for assessing students with ASD, including screening instruments, diagnostic assessments, curriculum-based assessments, progress monitoring, and program evaluation. Next, it outlines strategies for teaching social skills, such as social stories, video modeling, social problem-solving approaches, prompting hierarchies, reinforcement hierarchies, and self-monitoring techniques. The document emphasizes fading supports over time and promoting generalization of skills.
1) The study examined the influence of social support and learning motivation on self-confidence among 150 students at Depok Multicomp Vocational High School.
2) The results found a significant positive influence of both social support and learning motivation on self-confidence. Social support explained 17.6% of variance in self-confidence while social support and learning motivation combined explained 20.8% of variance.
3) The study concluded that improving social support from family, peers, and teachers as well as enhancing student motivation to learn can help increase students' self-confidence at Depok Multicomp Vocational High School.
Manadoob a comprehensive presentation websitemanadoob
Developed by educators, child psychologists and child development experts “The Manadoob Program for Self Esteem” is an inquiry-based, social and emotional learning program (aka SEL program). It teaches children self-esteem while enhancing their reading and writing skills through the use of story, craft and individualized interpretation
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
This document provides an overview of the Encouraging Students to Excel Professionally (e-STEP) program, which aims to reduce dropout rates in Atlanta Public Schools. The program targets high school counselors and will teach them how to identify at-risk students and provide resources to help motivate students to graduate. It analyzes factors contributing to dropout rates and reviews theories and research on the issue. The program goals are for counselors to better recognize at-risk students, understand existing dropout prevention resources, and take more initiative in motivating students. A needs assessment will be conducted to design the program based on counselors' schedules and schools' needs.
This document contains a 15 question questionnaire for teachers and guidance counselors regarding their experiences with and schools' responses to cases of extreme bullying and child harassment. The questions ask about the respondent's tenure, experiences with complaints and extreme cases of bullying, how cases are typically handled and resolved, avenues for escalating unresolved issues, opinions on prevalence and types of bullying, consequences, supports provided, and resources for dealing with cyberbullying. Responses will be shared with the school board and other organizations for data analysis while maintaining respondent confidentiality.
This document discusses social skills development interventions to help children with special needs build positive peer relationships. It reviews literature on social skills training methods such as didactic instruction, peer-mediated strategies, peer tutoring, adult-led social games, and social stories. The studies found that peer-mediated approaches and adult instruction in social games based on children's interests effectively increased social engagement and interactions between children with special needs and their peers. These interventions led to improvements in social skills, friendship building, and reduced risks of mental health and academic problems.
The study investigated the effect of a self-control program on the social skills of mentally retarded students. Students were divided into experimental and control groups. The experimental group received a month of training in self-control skills like self-monitoring and self-reinforcement. Pre- and post-tests found that the social skills of students in the experimental group significantly improved after the program, while no significant change was seen in the control group. The results suggest that self-control programs can effectively increase the social skills of mentally retarded students.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
The document discusses how play impacts early childhood development in three key areas. Play is an effective way for young children to learn as it allows them to learn in a self-directed way. Different types of play, like open-ended, modeled, and purposely framed play can be used in the classroom, with purposely framed play being the most effective as it provides teacher interaction. Play also positively impacts classroom behavior and helps children interact with peers in a way that fosters social and problem solving skills. Observations of a preschool support these concepts of using play to integrate curriculum and have children work together in small groups.
This document summarizes a presentation about autism in pre-school classrooms. It discusses how autism is often not diagnosed until around age 5.7, despite signs being noticeable earlier. It also provides perspectives from teachers on the challenges and rewards of working with autistic children. The core deficits of autism - social deficits, communication deficits, and restricted/repetitive behaviors - are outlined. The teacher's role in early recognition of signs, making appropriate referrals, and assisting with educational plans is also discussed.
This document discusses social emotional learning (SEL) and its connection to anti-bullying efforts. It defines bullying and identifies issues related to bullying like its negative impacts on students. SEL is described as helping students develop life skills to manage themselves, relationships, and emotions. SEL skills can help improve social skills and reduce bullying. National education policy supports providing safe, nurturing environments for learning. The Chicago public school system's Second Step program incorporating SEL is highlighted. In conclusion, the document advocates for SEL to address bullying in schools.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document discusses reward charts and reinforcement systems in education. It provides an overview of how reward charts can promote good behavior by allowing children to work towards rewards. It then describes examples of reward systems used successfully in classrooms for children with behavioral issues. The document also summarizes three credible sources that discuss the positive impact of reward systems, such as increasing student participation and desirable behaviors, when implemented properly.
How Character and Social Building Programs Can Benefit our ChildrenJose Rios
This document discusses how character and social skills building programs can benefit children in schools. It analyzes two such programs, Second Step and Skillstreaming, and finds they both teach important skills like empathy, problem-solving, and emotion regulation in evidence-based ways. The author concludes these programs provide structured lessons to help students develop social and emotional intelligence, which supports positive behavior and learning. Implementing one of these programs starting in kindergarten could help students gain skills for respectful interactions and academic success.
The document discusses various assessment tools and strategies used for students with autism spectrum disorder (ASD). It describes screening instruments, diagnostic assessment tools, curriculum-based assessments, progress monitoring, and program evaluation. Social stories and video modeling are presented as strategies to help with social skills. Self-monitoring, checklists, and social problem-solving approaches are also summarized. The goal is to identify student needs and monitor progress to help with meaningful participation in society.
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
This document discusses strategies for teaching social skills to students with autism spectrum disorder (ASD). It begins by explaining that focusing on differences in ASD as a culture highlights strengths rather than deficits. It then discusses tools for assessing students with ASD, including screening instruments, diagnostic assessments, curriculum-based assessments, progress monitoring, and program evaluation. Next, it outlines strategies for teaching social skills, such as social stories, video modeling, social problem-solving approaches, prompting hierarchies, reinforcement hierarchies, and self-monitoring techniques. The document emphasizes fading supports over time and promoting generalization of skills.
1) The study examined the influence of social support and learning motivation on self-confidence among 150 students at Depok Multicomp Vocational High School.
2) The results found a significant positive influence of both social support and learning motivation on self-confidence. Social support explained 17.6% of variance in self-confidence while social support and learning motivation combined explained 20.8% of variance.
3) The study concluded that improving social support from family, peers, and teachers as well as enhancing student motivation to learn can help increase students' self-confidence at Depok Multicomp Vocational High School.
Manadoob a comprehensive presentation websitemanadoob
Developed by educators, child psychologists and child development experts “The Manadoob Program for Self Esteem” is an inquiry-based, social and emotional learning program (aka SEL program). It teaches children self-esteem while enhancing their reading and writing skills through the use of story, craft and individualized interpretation
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
This document provides an overview of the Encouraging Students to Excel Professionally (e-STEP) program, which aims to reduce dropout rates in Atlanta Public Schools. The program targets high school counselors and will teach them how to identify at-risk students and provide resources to help motivate students to graduate. It analyzes factors contributing to dropout rates and reviews theories and research on the issue. The program goals are for counselors to better recognize at-risk students, understand existing dropout prevention resources, and take more initiative in motivating students. A needs assessment will be conducted to design the program based on counselors' schedules and schools' needs.
This document contains a 15 question questionnaire for teachers and guidance counselors regarding their experiences with and schools' responses to cases of extreme bullying and child harassment. The questions ask about the respondent's tenure, experiences with complaints and extreme cases of bullying, how cases are typically handled and resolved, avenues for escalating unresolved issues, opinions on prevalence and types of bullying, consequences, supports provided, and resources for dealing with cyberbullying. Responses will be shared with the school board and other organizations for data analysis while maintaining respondent confidentiality.
This document discusses social skills development interventions to help children with special needs build positive peer relationships. It reviews literature on social skills training methods such as didactic instruction, peer-mediated strategies, peer tutoring, adult-led social games, and social stories. The studies found that peer-mediated approaches and adult instruction in social games based on children's interests effectively increased social engagement and interactions between children with special needs and their peers. These interventions led to improvements in social skills, friendship building, and reduced risks of mental health and academic problems.
The study investigated the effect of a self-control program on the social skills of mentally retarded students. Students were divided into experimental and control groups. The experimental group received a month of training in self-control skills like self-monitoring and self-reinforcement. Pre- and post-tests found that the social skills of students in the experimental group significantly improved after the program, while no significant change was seen in the control group. The results suggest that self-control programs can effectively increase the social skills of mentally retarded students.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This research study examined the influence of self-regulation skills and social competence on the academic achievement of lower primary school pupils in Osun State, Nigeria. The study used a correlational research design and surveyed 418 primary 3 pupils across 9 local government areas using three instruments to measure self-regulation skills, social competence, and academic achievement. The results showed that pupils had low levels of behavioral and verbal self-regulation skills, average levels of emotional self-regulation skills, and overall low levels of self-regulation skills. Pupils showed high levels of social competence. Statistical analysis revealed a significant influence of self-regulation skills and social competence on pupils' academic achievement. The study concluded that social competence had a greater influence on academic achievement compared
Social Skills Training In Students With Autismrmaxwell1
The document discusses social skills training for students with autism. It outlines a 6 step process for developing social skills programs: 1) assess students' skills, 2) decide which skills to target, 3) set specific and measurable goals, 4) choose intervention methods and materials, 5) track student progress, and 6) facilitate generalization of skills. Example goals, curricula, data tracking methods and techniques for generalization are provided. The overall goal is for students to independently function socially as adults.
1. The document provides an overview and guidance for completing comprehensive exams (comps) for a graduate program in exceptional education.
2. It discusses the grading criteria for comps and possible outcomes, including passing, conditional pass, or unsatisfactory grades.
3. Sample exam questions are provided that ask students to synthesize knowledge from coursework on topics like behavior management, instructional strategies, and critical issues in special education.
Similar to 2b_ZooU_White_Paper_Final_Formatted_Nov_2014 (20)
1. The only research-proven online game
that assesses and teaches social skills
Adaptive
Health
Systems
2. 1
Adaptive
Health
Systems
INTRODUCTION
The Problem
Research demonstrates that positive social skills and
relationships in childhood are associated with children’s
positive behavioral, emotional, and academic well-being.
However, many children struggle socially throughout their
school years. And without early intervention, these children
can face a wide range of social, emotional, and academic
problems, including school dropout, drug abuse, depression,
anxiety, physical aggression, and antisocial behavior—and
these problems can persist into adulthood.
Social skills training helps children develop the skills they
need to thrive socially, but conducting in-person training
presents a variety of challenges for clinicians, schools, and
parents. Logistical barriers, particularly the financial costs to
families and schools, demanding resource needs, and time
and travel requirements for children to participate, can deny
many children the benefits of participating in a social skills training program.
Determining which children need social skills training can also be problematic. Traditional
assessment methods such as behavioral observation and behavior rating scales can be costly
and require extensive time and training to implement. In addition, they also pose challenges such
as unreliable or biased observers, lack of social comparison data, inability to capture a student’s
behavior in specific situations, potential for students to modify their behavior because they’re being
observed, and inappropriate recording techniques.
The Solution
With funding from the U.S. Department of Education, 3C Institute developed
Zoo U, an online game-based social skills assessment and skill-building
program for children aged 7–12 (www.zoougame.com). In Zoo U, the
only online game that assesses and teaches social skills, children become
students at a virtual school for future zookeepers and build their social skills
by working through a series of common social scenarios.
Zoo U leverages powerful technology to eliminate the barriers of traditional social skills assessment
and training methods (Figure 1). For example:
• Administration of Zoo U requires minimal training.
• Subjective bias and recording errors are eliminated because the assessment system—
rather than observers—scores the child’s behaviors.
• Social comparison data can be collected efficiently from a large group of children.
• 10% of children report having
no friends in their class and no
one to play with at school.
• 30% of children are involved
in bullying on a regular basis—
as a bully, victim, or both.
1 in 4 children experience
some type of social problem.
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Behavior
Rating Scale
Behavioral
Observation
Zoo U
Minimal training required ü ü
Time-efficient ü ü
Produces data about less frequent behaviors ü ü
Objected report of behavior ü ü
Situational specificity ü ü
Reporter/recorder objectivity ü ü
Stealth observation ü ü
Assigns appropriate weight to behaviors ü
ü= applicable; ü= somewhat applicable
• Situations that are important for assessment but unlikely to be observed because they
occur infrequently can be incorporated into the assessment.
• “Stealth assessment” techniques—in which assessments are embedded into a game and
students aren’t even aware they’re being assessed—greatly reduce the likelihood that
children will alter their behavior to please an observer.
Figure 1. Advantages of Zoo U over traditional social skills assessment methods
Zoo U offers an engaging educational experience for students, an affordable method for broadscale
everyday use by schools, and a seamless means of integrating data-driven decision making into
school-based social interventions.
And in addition to strong endorsements by both children and school professionals, research shows
that Zoo U is effective in improving children’s social skills.
ABOUT THE PRODUCT
The Child Experience: Assessment
In Zoo U, players are students in a school for future zookeepers, where Principal Wild and a host of
friendly animals help them learn essential social skills as they navigate common school-based social
scenarios. Social skills addressed in Zoo U include:
The child’s Zoo U experience begins by creating a character, or avatar (Figure 2), which promotes
engagement by helping students visualize themselves in the social scenarios the game presents.
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The Student Experience: Skill Builder
Once the assessment is complete, the child enters the skill-building component of the game (Figure
5). Throughout the skill builder, the child completes 30 social scenes—five in each social skill area.
As with the assessment, the child makes dialogue, action, and behavior choices to navigate these
scenes, and the child can earn virtual coins for making good choices.
Following each scene, Principal Wild reviews the child’s choices, giving praise and reinforcement
for skills the child demonstrated well and constructive feedback on areas that the child hasn’t quite
mastered (Figure 6).
Zoo U also helps children practice and strengthen their newly acquired skills through mini-games
and other activities, such as deciphering a code with a classmate to improve cooperation skills
(Figure 7).
Figure 2. Character Creator Figure 3. Scene Selection
Figure 4. Sample scene from Zoo U Assessment
Next, the child enters the assessment component and chooses one of the assessment scenes
(Figure 3). Each scene focuses on a specific social skill area.
Throughout the assessment, the child encounters six scenarios similar to those they might
experience at school. To navigate these scenes, the child makes dialogue, action, and behavior
choices (Figure 4).
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Figure 5. Samle skill-builder scene Figure 6. Principal Wild feedback sample
Figure 7. Interactive activity sample
The Parent and Provider Experience
Parents and educators have access to an online dashboard (Figure 8) and downloadable
graphic reports (Figure 9) full of useful information about their child’s or students’ progress and
recommendations for specific resources based on the child’s strengths and weaknesses. Reports can
also be shared and saved.
Zoo U also includes a Resource Center with supplemental social-emotional learning resources and
activities.
Educators can create classes or small groups and upload student information for easy, organized
program administration. Reports can be generated for individual students or entire classes.
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RESEARCH BEHIND ZOO U
Zoo U is Effective in Assessing and Building Social Skills
3C Institute researchers investigated the effectiveness of Zoo U with a group of children aged 7–11.
Parents completed questionnaires about their child’s social skills and behaviors both prior to and
after their child played Zoo U, and children also completed questionnaires before and after playing
the game.
Analyses revealed that children who played Zoo U …
• Showed significant improvements in controlling impulses, initiating
conversation, and managing emotions (see Table 1 in "Summary
Statistics Section)
• Showed less aggression in social interations (see Table 1)
• Reported feeling more confident about social interactions and more
accepted by peers (see Table 2)
• Made significant gains in social skills knowledge, especially in the areas
of communication, cooperation, and empathy (see Table 3)
The Zoo U Assessment Produces Reliable Data
Researchers at 3C Institute conducted three field tests—including one study that spanned 27
classrooms and 12 states—to determine the validity of the scoring algorithms in the Zoo U
assessment component. These studies enabled the game developers to refine the algorithms
throughout the course of development and ultimately demonstrate that the assessment data
produced through Zoo U gameplay accurately reflect the player’s social skill level in each of Zoo U’s
six social skill areas.
To test Zoo U’s assessment validity, researchers compared Zoo U scores with teachers’ independent
external assessment of their students’ social skills using established rating scale measures such as
the Social Skills Improvement System.
A
H
S
What children learned from Zoo U:
• “I learned how to use better communication and how to treat others better.”
• “I learned to control my feelings and that I should be nice to people.”
• “I learned more about considering other people and how they would react to a situation.”
• “I learned that sometimes I need to take a moment to relax and think about my actions
before I jump right to the next thing.”
• “I learned how to deal with tough situations in real life.”
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Zoo U Also Helps Identify Potential Bullies
Study data also revealed that Zoo U is effective in
identifying potential bullies.
Students who consistently selected the most negative
dialogue option were significantly more likely than other
children to be identified as a bully: 53% of these children
were considered bullies by their teacher.
In addition, students who scored poorly in the
cooperation, empathy, and impulse control
assessment scenes were significantly more likely than
others to be identified as a bully by a teacher. In fact, 67%
percent of children with low scores in all three areas were
identified by their teacher as bullies.
And 78% of the students who fell into both of these
categories—consistently negative responses and low
scores in cooperation, empathy, and impulse control—
were identified as a bully by their teacher (Figure 10).
The ability to identify bullies or a predilection for bullying behavior is especially powerful when it
enables parents and school staff to address the social skills deficits that lead to bullying before the
child actually exhibits this behavior. Social skills training such as Zoo U’s skill-building component
helps children learn how to interact appropriately with others and develop the capacity to resolve
conflicts peacefully.
These field tests revealed strong correlations between the students’ Zoo U assessment scores and
the scores of the measures completed by the students’ teachers (see Tables 4 and 5 in “Summary
Statistics” section). In addition, a national field test supported how differential performance on Zoo
U (high, moderate, low) predicted teachers’ ratings of children’s social skills at school (see Table 6) as
well as teacher-rated real-world adjustment at school, including discipline problems and academic
performance (see Table 7).
To ensure usability with the target audience, 3C Institute researchers tested Zoo U’s usability with a
group of children aged 7–12. In this study, children liked the game and thought their friends would
also like it. Many of them were interested in playing Zoo U again or playing other games like Zoo U.
Feedback from this study (Figure 11) reinforced the positive findings from an earlier field test
conducted with the Zoo U prototype. (Also see Table 8 in "Summary Statistics" section.)
Zoo U Engages Students
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A
H
S
87% thought the game was fun
80% wanted to play more games like Zoo U
83% thought their friends would like it
Figure 11. Child ratings of Zoo U
Children also shared feedback in their own words.
Comments included:
• “I liked the way you made learning social skills fun.
I also liked the way you made the animals play an active
part of Zoo U.”
• “The thing I liked the most about Zoo U was that it
was a fun game to play, but it helped me learn about
my feelings and how to control them.”
• “I liked that it was like a play just for fun online game
and that it also teaches kids important lessons.”
• “It was fun to play, and I could not wait to see what
was next.”
• “I loved the way you have an option of what you want to
say.”
Observations during a
Zoo U field test revealed
high levels of student
engagement with 96%
on-task behavior.
Students easily understood
how to navigate the game
with almost no instruction.
School Professionals Found Zoo U Innovative and Effective
During the game development process, 3C Institute researchers tested Zoo U with elementary
school providers (teachers, counselors, and school administrators). Feedback about the game
was extremely positive; school staff thought the software would be easy for teachers to use in the
classroom, and the game was seen as a highly valuable tool for helping teachers assess students’
social skill levels and monitor student progress over time. They viewed Zoo U as highly innovative
and effective compared to current social skills programs (Figure 12). (Also see Table 9 in “Summary
Statistics” section.)
Provider praise for Zoo U:
• “This product is particularly useful because, unlike most assessments, it collects data
directly from the student.”
• “Teachers need products like this that are easy to implement and will impact student
learning.”
• “I love this approach when working with students. It's very engaging and appealing to
students.”
• “This program would be an innovative way to collect baseline data and progress
monitoring data on a child’s social skills.”
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25%
50%
75%
100%
%AGREED
Figure 12. Provider ratings for Zoo U
SUMMARY
Zoo U not only helps children build critical social skills, it gives teachers and parents reliable,
affordable, easy-to-use tools for discovering children’s specific social strengths and weaknesses and
monitoring their progress throughout the intervention. Highly rated by school staff and children
alike and proven effective through multiple research studies, Zoo U offers a compelling, interactive
educational experience that enables children to safely explore different responses to social
scenarios and the consequences of their choices.
Future Directions
Research:
3C Institute plans to conduct another randomized control trial with a larger sample of children in
early 2015 to further explore the impact of Zoo U on children’s social skills and behavior at home
and at school.
Product Development:
Ongoing enhancements will be made to continually improve the gameplay and user interface
experience as well as expand the supplemental resources. Additionally, data collected in the
2015 study will be used to refine Zoo U’s scoring algorithms. The development team also plans
to integrate emotional responses into the intelligent engine to further personalize the user
experience. Additional enhancements will also be made based on user feedback once the product is
commercialized.
Commercialization:
Zoo U will be offered in two different versions: Home and School. Zoo U Home Edition is currently
available at www.zoougame.com. Zoo U School Edition is expected to launch in early 2015.
NOTE: See Summary Statistics section for detailed study data.
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ABOUT THE GAME DEVELOPERS
Zoo U was developed by a diverse team of researchers, content
experts, game developers, web programmers, and artists at 3C
Institute, an award-winning research and development company
(www.3cisd.com). 3C Institute’s mission is to bring research to practice
to improve health and well-being in children, adolescents, and adults.
3C Institute's areas of expertise include evidence-based programs for
social-emotional development, bullying prevention, and mental health;
autism spectrum disorder; adaptive online assessment and game technology; and implementation
science. The company is also developing several other social-emotional learning games.
3C Institute has partnered with Adaptive Health Systems (www.adaptivehealthsystems.com) to
market and distribute Zoo U and other innovative technologies.
The development of Zoo U was funded by the U.S. Department of Education through the following
grants:
• ED-IES-10-P-0114 ($99,992)
• ED-IES-11-C-0039 ($849,989)
PUBLICATIONS & PRESENTATIONS
DeRosier, M. E. (Ed.). (2014). Social skills assessment through games: The new best practice. Cary,
NC: Interchange Press.
DeRosier, M. E. (2012, September). Making effective social skill assessment more accessible, informative,
and effective for schools on a broad-scale through an interactive game-based platform
for students. Presentation at the Society for Research on Educational Effectiveness (SREE) Fall
Conference, Washington, DC.
DeRosier, M. E., Craig, A. B., & Sanchez, R. P. (2012). Zoo U: A stealth approach to social skills
assessment in schools. Advances in Human-Computer Interaction. doi:10.1155/2012/654791
Hehman, C. & Craig, A. (2012, June). Stealth assessment of social skills through interactive games.
Presentation at the 8th Annual Games for Health Conference, Boston, MA.
NOTE: 3C Institute researchers are in the process of publishing study results and are conducting
additional testing on Zoo U to further support its effectiveness.
14. 13
Data supporting the effectiveness of Zoo U (continued):
Table 1 (continued). Summary of Relevant Descriptive Information, ANCOVA Statistics, and
Effect Sizes for Children’s Social Skills and Behaviors via Parents’ Reports on the Social Skills
Behavior Inventory
Mean (SE)
Change
ANCOVA
Pre-
Intervention
Post-
Intervention
F ɳ
2
Social Behaviors
Internalizing
Treatment 3.24 (.07) 3.93 (.05) .69
5.851* .120
Wait-list Control 3.21 (.10) 3.27 (.05) .06
Externalizing
Treatment 2.28 (.11) 2.12 (.12) -.16
5.682* .117
Wait-list Control 2.58 (.15) 2.67 (.14) .09
Assertion
Treatment 3.52 (.24) 3.78 (.21) .26
4.260* .090
Wait-list Control 3.33 (.22) 3.17 (.22) -.16
Note.
ᵻ
p < .10, *p < .05, **p < .001
Table 2. Summary of Relevant Descriptive Information, ANCOVA statistics, and Effect Sizes for
Child-Reported Self-Efficacy and Peer Acceptance.
NOTE: Two measures were used: (1) The Self-Efficacy and Outcome Expectancy Scale (SEOES; Ollendick &
Schmidt, 1987), was used to assess children’s social self-efficacy. This 20-item measure asks children to
rate on a 5-point Likert-type scale how sure they felt about engaging in social behaviors and how sure
they are that other children would respond in a specific way. (2) The Loneliness and Social Dissatisfaction
Scale (LSDS; Cassidy & Asher, 1992) is a 19-item measure of children’s self-reported feelings of loneliness
and dissatisfaction with peer relationships.
Mean (SE)
Change
ANCOVA
Pre-
Intervention
Post-
Intervention
F ɳ
2
Self-Efficacy
(based on a 5-point scale)
Treatment 3.922 (.11) 4.296 (.09) .374
4.176* .089
Wait-list Control 3.852 (.13) 3.989 (.13) .137
Peer Acceptance
(based on a 4-point scale)
Treatment 2.498 (.04) 3.415 (.13) .917
8.214** .160
Wait-list Control 3.296 (.11) 3.222 (.10) -.074
Note. *p < .05, **p < .001
15. 14
Data supporting the effectiveness of Zoo U (continued):
Table 3. Summary of Relevant Descriptive Information, MANOVA
Statistics, and Effect Sizes for Child Performance on the Achieved
Learning Questionnaire (ALQ)
NOTE: Each unit of Zoo U is accompanied by a unit quiz, which, when
compiled, comprises the Achieved Learning Questionnaire (ALQ), a 36-item
measure of children’s social literacy across six social-emotional domains.
Children were asked to demonstrate their knowledge in each of these
domains by answering multiple choice and true/false questions.
Mean (SE)
(% correct on ALQ)
MANOVA
F ɳ
2
Impulse Control
Treatment .841 (.05)
2.003 .044
Wait-list Control .746 (.05)
Communication
Treatment .978 (.03)
17.513** .285
Wait-list Control .819 (.03)
Cooperation
Treatment .964 (.02)
5.569* .112
Wait-list Control .884 (.02)
Social Initiation
Treatment .949 (.03)
1.925 .042
Wait-list Control .899 (.03)
Empathy
Treatment .920 (.03)
35.232** .445
Wait-list Control .681 (.03)
Emotion Regulation
Treatment .725 (.03)
4.445* .092
Wait-list Control .826 (.03)
Overall
Treatment .896 (.02)
9.131** .172
Wait-list Control .809 (.02)
Note. *p < .05, **p < .001
16. 15
Data supporting the reliability of the Zoo U assessment:
To establish the scoring algorithms for Zoo U’s six social skills, 3C Institute researchers conducted a
field test with 50 3
rd
– and 4
th
–grade students in one central North Carolina elementary school.
Students completed the six scenes of the Zoo U assessment while research staff supervised and
observed. The students’ teachers independently completed online ratings of the social and
behavioral adjustment of the students in their classroom using the Social Skills Improvement System
(SSIS), a widely used behavioral rating scale with considerable evidence supporting its reliability and
validity. 3C researchers computed correlations between the Zoo U and SSIS subscale scores. Results
are displayed in Table 4:
Table 4. Correlations between SSIS and Zoo U Scores.
Zoo U Social Skill Areas
SSIS Subscales Impulse
Control
Emotion
Regulation
Communi-
cation
Empathy
Social
Initiation
Cooperation
Attentive .50 .29 .08 .25 .41 .34
Self-Control .42 .45 .27 .32 .36 .45
Communication .21 .22 .39 .36 .35 .36
Empathy .19 .16 .23 .45 .39 .32
Engagement .12 .23 .49 .37 .31 .39
Cooperation .33 .28 .23 .40 .47 .40
Note. All correlations .20 were significant at the p<.05 level.
As Zoo U development progressed, 3C researchers conducted a second field test to further refine the
algorithms. A total of 187 3
rd
– and 4
th
–grade students within 14 classrooms in two central North
Carolina schools participated with their teachers. For this test, to gather teacher opinions of social
behaviors that more closely mapped onto the social skill constructs assessed in Zoo U, they consulted
established social skill rating scale measures, including the Teacher Checklist, the Social Skills
Improvement System, and the Social Competence Scale-Teacher Version, to create the Social Skills
Behavior Inventory (SSBI). 3C researchers computed correlations between the Zoo U and SSBI
subscale scores. Results are displayed in Table 5:
Table 5. Correlations between SSBI and Zoo U Scores.
Zoo U Social Skill Areas
SSBI Subscales
Impulse
Control
Emotion
Regulation
Communi-
cation
Empathy
Social
Initiation
Cooperation
Impulse Control .29*** .31*** .15* .16* .17* .16*
Emotion Regulation .15* .30*** .08 .17* .25** .17*
Communication .26*** .28*** .20** .19* .27*** .20**
Empathy .26*** .22** .10 .23** .24** .17*
Social Initiation .17* .14* .08 .15* .27*** .18*
Cooperation .23** .31*** .12 .17* .16* .21**
Note. *p<.05, **p<.01, ***p<.0001level.
17. 16
3C Institute researchers conducted a third field test to evaluate Zoo U with a broader selection of
schools and teachers. The participating sample included 289 3
rd
– and 4
th
–graders in 27 classrooms
across 12 states. Teachers independently completed the SSBI for each student in their class, rating
children for each of the SSBI social skill subscales as well as subscales assessing children’s adjustment
for school-related outcomes. Researchers investigated whether differential performance on Zoo U
predicted teachers’ ratings of children’s social skills at school (Table 6) and teacher-rated real-world
adjustment at school (Table 7). Results are displayed in Tables 6 and 7:
Table 6. Means and Mean Comparisons for Teacher-rated SSBI Social Skills by Zoo U Categories.
Zoo U Category
Social Skill Area High Moderate Low
Impulse Control .38
A
-.04
B
-.21
C
Emotion Regulation .24
A
-.01
A
-.38
B
Communication .17
A
.00
AB
-.19
B
Empathy .34
A
-.12
B
-.17
B
Social Initiation .20
A
-.04
A
-.42
B
Cooperation .20
A
.05
AB
-.22
B
Note. Means within a row with different superscript letters are
significantly different from one another.
Table 7. Significant Prediction of School Outcomes by Grade Level.
SSBI School
Outcome Subscale
Impulse
Control
Emotion
Regulation
Communi-
cation
Empathy
Social
Initiation
Cooperation
Internalizing
behavior problems
4
th
4
th
4
th
Externalizing
behavior problems
3
rd
& 4
th
4
th
3
rd
& 4
th
3
rd
& 4
th
Disruptive behavior
problems
4
th
4
th
4
th
Discipline actions 4
th
3
rd
& 4
th
4
th
3
rd
Academic
performance
3
rd
& 4
th
4
th
3
rd
& 4
th
3
rd
& 4
th
18. 17
Table 8 (Data for Figure 11). 3C Institute researchers tested Zoo U’s usability with 29 children aged 7–
12, who provided feedback through a brief evaluation survey. Table 8 shows child ratings of Zoo U
using a 5-point scale from 1=Strongly disagree to 5=Strongly agree.
Area rated Mean
% Agreed or
Strongly Agreed
Liked the game 4.55 87%
Thought the game was fun 4.52 87%
Wanted to play more games like Zoo U 4.34 80%
Thought their friends would like it 4.17 83%
Wanted to play Zoo U again 4.21 76%
Table 9 (Data for Figure 12). 3C Institute researchers tested Zoo U with 60 elementary school
providers (teachers, counselors, and school administrators), who provided feedback through a brief
evaluation survey. Table 9 shows school staff ratings of Zoo U using a 5-point scale from 1=Strongly
disagree to 5=Strongly agree.
Area Rated
Mean
(SD)
% Agreed or
Strongly Agreed
Engaging for students 4.60 (.69) 95%
Easy to use in the classroom 4.43 (.67) 90%
Easy to use with individual students 4.63 (.52) 98%
Feasible for use in schools 4.55 (.62) 94%
A valuable tool for teachers 4.52 (.70) 92%
A valuable assessment tool 4.55 (.59) 95%
Useful for monitoring progress 4.50 (.62) 94%
High overall quality 4.45 (.75) 95%
More effective than current methods 4.48 (.70) 88%
Zoo U was developed by:
info@3cisd.com
919.677.0102
Zoo U is distributed by:
info@adaptivehealthsystems.com
919.535.5065