At What Cost? Examining the Cost Effectiveness of a Universal Social-Emotional Learning Program

Autor/inn/en	Hunter, Leah J.; DiPerna, James C.; Hart, Susan Crandall; Crowley, Max
Titel	At What Cost? Examining the Cost Effectiveness of a Universal Social-Emotional Learning Program
Quelle	In: School Psychology Quarterly, 33 (2018) 1, S.147-154 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hunter, Leah J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000232
Schlagwörter	Cost Effectiveness; Social Development; Emotional Development; School Activities; Grade 1; Grade 2; Interpersonal Competence; Intervention; Elementary School Students; Pennsylvania + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Soziale Entwicklung; Gefühlsbildung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Interpersonale Kompetenz
Abstract	Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Specifically, we compared the cost-effectiveness of SSIS-CIP implementation across first- and second-grade classrooms, and results indicated that second grade is the more cost-effective option for implementing the SSIS-CIP. Several considerations are discussed regarding cost-effectiveness analysis of universal SEL programs as well as the importance of using CEA results to inform programming decisions. Impact and Implications: In an era of limited resources, schools must be concerned not only with a program's effectiveness but also the costs necessary to obtain those effects. Results from a cost-effectiveness analysis of one universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program, show that implementation in second grade was more cost-effective than implementation in first grade. School psychologists, administrators, and policymakers can benefit from using results of cost-effectiveness analyses to optimize available resources for SEL programs in schools. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01