Effects of a School Based Program to Improve Adaptive School Behavior and Social Competencies Among Elementary School Youth

This study examined the effects of the Living Skills school-based intervention program as a method of improving school adjustment and the social lives of at-risk elementary school students. Youth participants were referred to the program by teachers or school counselors based on perceptions of risk due to rejection and isolation, aggressive and disruptive behaviors, attention problems, high impulsivity, poor school bonding and poor academic performance. To improve outcomes for at-risk youth, the intervention program employs a robust structure emphasizing positive reinforcement through a therapeutic group process. Six hundred forty five elementary school aged youth from Grades 2 through 5 participated in the program from 2002-2007 (336 program, 309 comparison). Results indicated that the Living Skills program participants showed improved functioning over time on all measures of school adjustment and social competency relative to a comparison group that did not receive the program. Potential program differences with respect to the targeted grade level, males and females, and individuals of Caucasian and Hispanic ethnicity are discussed.