Social Skills Intervention

Lakshmi Kartik

School of Special Education, University of Kansas

SPED 843: Advanced Methods & Assessment Strategies for Students with Significant Behavior,

Social & Emotional Need

Dr. Irma Brasseur-Hock

January 30, 2023

Social Skills Improvement System- Classwide Intervention Program (SSIS-CIP) Resource
Guide
 
Overview (Delivery setting and Target population)
  SSIS-CIP is a comprehensive, developmentally focused Universal/Tier1 classwide
intervention for students (aged 4-14), Tier 2 (for smaller groups), and Tier 3 (individualized
interventions for children with challenging and disruptive behaviors) that targets social and
emotional skills critical to succeed in the classroom. It offers “Multi-Tiered Student Support
(MTSS), consisting of an entire assessment cycle of screen, assess, intervene, monitor, and
evaluate (skills taught during the intervention)” (SSIS CoLab, 2020a). Being fully aligned with
the CASEL SEL framework, this model meets the “S.A.F.E.R. (sequenced, active, focused,
explicit, and responsive) criteria for highly effective instruction” (SSIS CoLab, 2020b).

Theoretical framework 
This model has its strong foundation in Bandura’s social-cognitive theory (Bandura,
1977, 1986), which addresses both acquisition and performance deficits in children (Kauffman &
Landrum, 2023), is effective in preventing maladaptive, challenging behaviors (using evidence-
based practices) and for improving children’s social and academic performance - academic
enablers – (Kauffman & Landrum, 2023, pg. 112).
 
Program Developer
Stephen N. Elliott, Ph.D. and Frank M. Gresham, Ph.D. are the authors who developed
and established this prevention and intervention program in 2007. 

Essential Program Components of SSIS-CIP

 Lower Elementary (K-2) Starter Set (Teacher's Guide with Resource Disc, SSIS -
Performance Screening Guide - Elementary (K-6), and Student Booklets - Lower
Elementary) (SSIS CoLab, 2022)
 Upper Elementary/Middle (3-6) Starter Set (Teacher's Guide with Resource Disc, SSIS -
Performance Screening Guide - Elementary (K-6), and Student Booklets – Upper
Elementary/Middle) (SSIS CoLab, 2022)
 Secondary Starter Set (Teacher's Guide with Resource Disc and SSIS - Performance
Screening Guide - Secondary (7-12)) (SSIS CoLab, 2022)
 Digital Version of 30 Skill units of the above sets (online digital lessons, PowerPoint
slides, video clips, and pdf downloadable formats of the scripts, cue cards, and role-play
cards) (SSIS CoLab, 2022)

Instructional Tools & Resources: Supporting Teachers, engaging students and Improving
Outcomes
SSIS-CIP includes 30 Skill Units having standard or “individualized” skill sets based on
assessment results. 10 Core SEL skills (“Listen to others, Say please and thank you, Follow the
Rules, Pay attention to your work, Ask for help, Take turns when you talk, Get along with others,
Stay calm with others, Do the right thing, Do nice things for others” (Use of the new SSIS Social-
Emotional Learning Edition Classwide Intervention Program (M. Gresham, F., & N. Elliott, S.
(n.d.)))) and 20 Advanced SEL skills taught using research-based practices. 
  Detailed scripted lessons (step-by-step guide for teaching skills and managing the tools to
engage students) that are each supported digitally through a complete set of easily
accessible PowerPoint slides (skill steps, video clips, role-plays)
 Skill Cue Cards (skill sets for all the units are displayed in the class and shared with
parents to facilitate communication and help with generalization)
 Emotion Cue Cards (identify emotions experienced in different situations)
 Videos (depicting positive and negative models of social behavior experienced in various
social situations and settings)
 Role-Play Cards (6 printable cards per skill unit that exposes students to situations
(generalization) to act out, practice, and reinforce essential skills)
 Student Engagement Record (Worksheet used with all units, where students can write the
skill steps, document their emotions associated with the skill, track their progress, and
show how they can use this skill in situations outside of school)
 Certificates of completion
 Parent Letters (English & Spanish versions – 2 standard letters, 1 to introduce the
program, its benefits, the skills taught and practiced, and the parents’ role in the program,
and 2 to document outcomes at the end of the program)
 Intervention Integrity and Outcome Evaluation Report (Worksheet teachers use to track
the implementation of the units and rate their effectiveness)
 Screening/Progress Monitoring Scales (An assessment tool done before starting and after
completing the intervention program to identify, evaluate and document the strengths,
weaknesses, and improvement of all students in 5 SEL competency domains (“Self-
Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible
Decision-Making and two academic fields” (What is the CASEL Framework?, 2022))

SSIS-CIP Instructional Phases and Steps of Implementation

During each of the six steps, teachers must be aware of student’s individual learning
needs while being inclusive of social situations (cultural, racial, and gender differences) when
interactions occur.
 Tell (direct teaching – Teacher introduces and defines the skill, discusses emotions
associated with the skill, and specifies steps to perform the target behavior skill using
tools provided - scripted lessons, digital Tell slides, Skill Cue Cards, and Emotion cue
card)
 Show (modeling – Teacher models positive and negative behavior to demonstrate
associated emotions, skills steps, and targeted behavior goals using tools - manual
scripted lessons, digital Show slides, and videos and visuals)
 Do (teacher-guided modeling and discussions to facilitate children’s thought process and
questions using manual scripted lessons, digital Do slides, and Student Engagement
Record. Students understand the definition & emotions associated with the skill,
assimilate the criticality of the skill, and accommodate new skills learned through
teacher-guided role-play. Students provide feedback about the new skill.)
 Practice (behavior rehearsal (Libretexts, 2022) – Students practice the newly acquired
skills through teacher-guided role-play with classmates in various situations, improve the
skill through teacher’s reinforcement and feedback using - manual scripted lessons,
digital practice slides, and Role-Play Cards)
  Monitor Progress (feedback and self-assessment for Students and Teacher – Students
reflect and rate their progress (self-efficacy and assessment using digital progress monitor
slides, and Student Engagement Record)) encouraged by their teacher and using their
feedback further fine tune the skill acquired using manual scripted lessons)
 Generalize (Applying the newly acquired skills across multiple settings, contexts, and
situations using - manual scripted lesson and digital lesson slides)

Implementation Setting and Delivery Time: Training requirements and cost

Teachers, counselors, coaches, psychologists, and social workers who work with an
entire classroom of students, smaller groups, after-school programs, or special education
classrooms can implement the program without formal training as it has well-scripted lesson
plans, video clips, and a step-by-step program implementation Teacher’s guide. There are 3
lessons per Skill Unit, each of which takes about 25 to 30 minutes to implement (5 mins each for
the Tell and show phase, 6 mins each for the Do and Practice phase, and 4 mins each for the
Monitor progress and Generalize phase). Delivering a 10-Skill unit of this program would take
approximately 900 minutes of instruction time. Pre-plan phase takes about 2.5 hours (reading
core skill units, digital lessons, reviewing screening/progress monitor scales, tools, and
resources, and the six phases of implementation), 3 hours for planning (selecting units to be
taught, blocking dates, and times for instruction, and practice sessions), and finally 3 hours for
Implementation.
Teachers could schedule the CIP instruction when they do not have academic lessons
(e.g., circle times in the morning before actual academic lessons start), and skills learned could
be practiced and reinforced throughout the day in various settings, with reminders & prompts for
children who need it (e.g., at bus stations, in the playground, in the corridors).
The cost for a Single User, 2022 Digital version of SSIS-CIP Bundle is
about $259.00/year.

Resources List
 https://ssiscolab.com/product/ssis-sel-cip-2020-edition-digital-bundle/
 https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/ssis-
sel/ssis-sel-cip-guidance.pdf
 https://ssiscolab.com/product/ssis-rating-scales/
 https://eric.ed.gov/?id=EJ1023852

Summary of Evidence
DiPerna and colleagues' research, in a randomized control trial in elementary schools,
showed strong proof for the triple positive impact and the efficacy of the six-phase SSIS-CIP
program. Research has confirmed that students in this program demonstrated increased positive
social-emotional skills and desired behaviors, reduced display of common externalizing problem
behaviors, and improved academic engagement and achievement in test scores (Evidence | the
Peak Project, n.d.).
DiPerna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2015). Efficacy of the Social Skills
Improvement System Classwide Intervention Program (SSIS-CIP) primary version.
School Psychology Quarterly, 30(1), 123–141. https://doi.org/10.1037/spq0000079
Diperna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2015). EFFECTS OF A UNIVERSAL
POSITIVE CLASSROOM BEHAVIOR PROGRAM ON STUDENT LEARNING.
Psychology in the Schools, 53(2), 189–203. https://doi.org/10.1002/pits.21891
DiPerna, J. C., Lei, P., Cheng, W., Hart, S. C., & Bellinger, J. (2018). A cluster randomized trial
of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in
first grade. Journal of Educational Psychology, 110(1), 1–16.
https://doi.org/10.1037/edu0000191

Figures below show positive social and learning behavior outcomes for students
participating in the SSIS-CIP (“Use of the new SSIS Social-Emotional Learning Edition
Classwide Intervention Program,” 2017)
CIP’s 1st Rigorous Efficacy Study CIP’s 2nd Rigorous Efficacy Study

CIP’s 3rd Rigorous Efficacy Study

 References
CoLab, S. (2020a, March 18). Brief #11 - SSIS SEL Multitiered Approach for All Students. SSIS
CoLab. https://ssiscolab.com/knowledge-base/brief-11-ssis-sel-multitiered-approach-for-
all-students/
CoLab, S. (2020b, March 18). Brief #12 - Improving Children's Social Emotional Skills.
SSIS CoLab. https://ssiscolab.com/knowledge-base/brief-12-ssis-sel-cip/
Gresham, F. (2014). Evidence-Based Social Skills Interventions for Students at Risk for EBD.
Remedial and Special Education, 36(2), 100–104.
https://doi.org/10.1177/0741932514556183
Hutchins, N. S., Burke, M. D., Bowman-Perrott, L., Tarlow, K. R., & Hatton, H. (2019). The
Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case
Meta-Analysis. Behavior Modification, 44(5), 773–794.
https://doi.org/10.1177/0145445519846817
Kauffman, M. J., & Landrum, J. T. (2023). Characteristics of Emotional and Behavioral
Disorders of Children and Youth (11th Edition). Pearson.
Lane, K. L., Oakes, W. P., & Magill, L. (2014). Primary Prevention Efforts: How Do We
Implement and Monitor the Tier 1 Component of Our Comprehensive, Integrated, Three-
Tiered (CI3T) Model? Preventing School Failure: Alternative Education for Children
and Youth, 58(3), 143–158. https://doi.org/10.1080/1045988x.2014.893978
Libretexts. (2022, October 27). 5.6: Social skills. Social Sci LibreTexts.
https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/
Trauma_Informed_Behaviour_Support:_A_Practical_Guide_to_Developing_Resilient_L
earners_(Ayre_and_Krishnamoorthy)/05:_Teach_and_reinforce/05.6:_Social_skills
M. Gresham, F., & N. Elliott, S. (n.d.). Giving students The Foundation they Need to be
Successful. Pearsonclinical.Com. http://images.pearsonclinical.com/images/Assets/ssis-
sel/CLINA15775-34094_SSIS_SEL_Infographic_FINAL_hires.pdf
SSIS CoLab. (2022, September 11). SSIS SEL Classwide Intervention Program CIP NEW 2020
Edition. https://ssiscolab.com/product/ssis-sel-cip-2020-edition-digital-bundle/
What Is the  Framework? (2022, August 3). CASEL. https://casel.org/fundamentals-of-sel/what-
is-the-casel-framework/
Wollersheim Shervey, S., Sandilos, L. E., DiPerna, J. C., & Lei, P. W. (2017). Social validity of
the Social Skills Improvement System—Classwide Intervention Program (SSIS-CIP) in
the primary grades. School Psychology Quarterly, 32(3), 414–421.
https://doi.org/10.1037/spq0000203