Research

STUDENT SUCCESS SKILLS:

AN EVIDENCE-BASED, SCHOOL COUNSELOR-LED PROGRAM

RESEARCH SUMMARY

Student Success Skills (SSS) is a school counselor led program based on the principle that students can improve academically when surrounded by a supportive environment that involves skill-building activities in self-management, prosocial behaviors, and cognition. It is a humanistic approach to school counseling that focuses on the following areas: (1) cognitive factors, including memory and learning processes, (2) attitudinal skills, (3) self-regulation and metacognitive abilities, (4) behavioral strategies and goals, and (5) social skills training.

The SSS pre-K to 12 curriculum programs can be implemented across grade levels. There are 11 different programs to target a range of ages and developmental stages. Nine of the 11 programs are classroom based, one is group counseling based and one is workshop based for parents.

Ready to Learn (RTL), Classroom, pre-K, kindergarten, and grade 1.
Ready is for Success (RFS), Classroom, grades 2 – 3.
Student Success Skills Classroom, grade 4
Student Success Skills Classroom, grade 5
The original Student Success Skills, Classroom grades 4-10
Student Success Skills, Spanish Translation, grades 4-10
SSS for SEL Success, Classroom, grades 6 – 10.
SSS 2.0, Classroom, grades 6 – 10.
SSS Group Counseling, grades 4-10.
College/Career Success Skills, Classroom, grades 10 – 12).
Parent Success Skills (PSS) is for parents and caregivers of children in grades 6 – 9.

The SSS curricula implemented in grades pre-K through 5 includes 30-minute classroom lessons that range from 5 to 8 weekly lessons. Programs for grade 6 to 12 are designed for classroom delivery and are presented once per week for five weeks, with booster lessons provided. The PSS is delivered in a workshop format. We also have an eight-session small group version that reinforces SSS skills and attitudes and includes a social problem solving model for grades 4-10.

Each study below examined components of the SSS program on different aspects of student skillsets, including academics, classroom climate and connectedness to school, and SEL competencies including student interpersonal skills, cooperation, engagement, meta-cognitive skills, self-efficacy and executive functioning. This report contains 26 published studies and 13 doctoral dissertations exploring the effectiveness of the interventions. Of the 39 studies, 3 included an evaluation of RTL Classroom program, 3 evaluated the RFS Classroom program, 18 examined the SSS classroom intervention, 5 examined the SSS Group program, 1 evaluated the Exceptional Student Success Skills Classroom program, 1 evaluated the CCSS Classroom program, 2 included a Spanish-cultural translation of SSS classroom program, and 1 included a Haitian-Creole translation of the SSS group intervention.

The students in the study ranged in age from pre-K through 12th grade, coming from urban, rural, and suburban areas. Over 150 schools were included in these studies, involving over 5,000 students, covering three regions of the United States. The studies utilized a variety of measures to gather the data, and 35 out of the 39 included a control group for comparison. Overall, consistent significant findings were shown among the studies, demonstrating the efficacy of the intervention on several aspects of student functioning and academics.

SIGNIFICANT POSITIVE FINDINGS

Cognitive/Academic Skills	Social Skills	Self-Regulation Skills
Standardized reading scores	Interpersonal/pro-social skills	Reduced anxiety
Standardized math scores	Reduced problem behaviors	Planning and organizing
Task completion rates	Listening skills	Self-regulation of arousal
Learning competence	Increased cooperation	Coping skills
Executive functioning	Reduced bullying	Improved impulse control
Engagement	Appropriate assertion	Improved motivation

ARTICLE REFERENCES

Zyromski, B., Konrad, M., Geiger, S. (2022). Modified Student Success Skills for Students with Learning Disabilities: A Pilot Study. Learning Disabilities: A Multidisciplinary Journal, 21(1), 34-50. doi: https://doi.org/10.18666/LDMJ-2021-V27-I1-10302

Mariani, M., Bayani, J., Kneidel, L.F. (2022). Addressing the social/emotional needs of students during the pandemic. The Professional Counselor. 26(1). 1-10.

Bowers, H, Lemberger-Truelove, M.E., & Whitford, D. K. (2020). Kindergartners are Ready to Learn: Executive Functioning and Social-Emotional Effects for a Pilot School Counseling Intervention Applying Advocating Student-Within-Environment Theory. Journal of Humanistic Counseling. 59(2). 3-19.

Webb, L., Brigman, G., Carey, J., Villares, E., Harrington, K., Wells, C., Sayer, A., & Chance, E. (2019). Results of a randomized controlled trial of Student Success Skills. Journal of Counseling & Development, 97(4), 398-408. doi: https://doi.org/10.1002/jcad.12288

Villares, E., & Brigman, G. (2019). College/career success skills: Helping students experience postsecondary success. Professional School Counseling, 22(ib), 1-8. doi: 10.1177/2156759X19834444

Bowers, H., Whitford, D. K., & Maines, N. (2018). Effects of the student success skills program with exceptional students: Influences and outcomes. Journal of Humanistic Counseling, 57, 173-190.

Lemberger, M., Carbonneau, K. J., Selig, J. P., & Bowers, H. (2018). The role of social-emotional mediators on middle school students’ academic growth as fostered by an evidence-based intervention. Journal of Counseling and Development, 96, 27-40.

Urbina, I., Villares, E., & Mariani, M. (2017). Examining the efficacy of the Spanish cultural translation of the student success skills program to improve academic achievement. Journal of Humanistic Counseling, 56(2), 127-143.

Zyromski, B., Mariani, M., Kim, B., Lee, S., & Carey, J. (2017). The impact of student success skills on students’ metacognitive functioning in a naturalistic school setting. The Professional Counselor, 7, 33-44. doi:10.15241/bz.7.1.33

Abel, N. R., Oliver, B. M., Keller, T. J., McAulay, A., & Piatek, L. (2016). Using student success skills to address ASCA behavior standards in grades K-3. Professional School Counseling, 19(1), 116-124. doi:10.5330/1096-2409-19.1.11

Wirth, J., & Villares, E. (2015). Examining adolescent wellness, success skills, and academic performance: A classroom intervention. The Journal of Happiness and Well-Being, 3(2), 204-217.

Bowers, H. Lemberger, M.E., Jones, M.H., & Rogers, J.E. (2015). The influence of repeated exposure to the student success skills program on middle school students’ feelings of connectedness, behavioral and metacognitive skills, and reading achievement. The Journal for Specialists in Group Work, 40(4), 344-364. doi:10.1080/01933922.2015.1090511

Lemberger, M. Selig, J. Bowers, H., & Rogers, J. (2015). Effects of the student success skills program on the executive functioning skills, feelings of connectedness, and academic achievement in a predominantly Hispanic, low-income middle school district. Journal of Counseling and Development, 93, 25-36.

Mariani, M., Webb, L., Villares, E., & Brigman, G. (2015). Effects of participation in student success skills on pro-social and bullying behavior. The Professional Counselor, 5(3), 341-353.

Ohrt, J., Webster,L., & Garza, D. L. (2015) The effects of a success skills group on adolescents’ self-regulation, self-esteem, and perceived learning competence. Professional School Counseling, 18(1), 169-178.

Renda, M. R. & Villares, E. (2015). The effect of a student achievement curriculum on grade 9 completion rate and student engagement. Counseling Outcome Research and Evaluation, 6(2) 113-125. doi: 10.1177/2150137815598812

Lemberger, M. E., & Clemens, E. V. (2012). Connectedness and self-regulation as constructs of the student success skills program in inner-city African American elementary school students. Journal of Counseling and Development, 90(4), 450-458.

Villares, E., Frain, M., Brigman, G., Webb, L., & Peluso, P. (2012). The impact of Student Success Skills on math and reading scores: A meta-analysis. Counseling Outcome Research and Evaluation, 3(1), 3-16. doi:10.1177/2150137811434041

León, A., Villares, E., Brigman, G., Webb, L., & Peluso, P. (2011). Closing the achievement gap of Latina/o students: A school counseling response. Counseling Outcome Research and Evaluation, 2(1), 73-86. doi:10.1177/2150137811400731

Brigman, G., Webb, L., & Campbell, C. (2007). Building skills for success: Improving the academic and social competence of students. Professional School Counseling, 10, 279-288.

Webb, L. D., Brigman, G. A., & Campbell, C. (2005). Linking school counselors and student success: A replication of the Student Success Skills approach targeting the academic and social competence of students. Professional School Counseling, 8(5),407-413.

Campbell, C. & Brigman, G. (2005). Closing the achievement gap: A structured approach to group counseling. Journal for Specialists in Group Work, 30(1), 67-82. doi:10.1080/01933920590908705

Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7(2) 91-98.

Brigman, G. & Webb, L. (2003). Ready to learn: Teaching kindergarten students school success skills. Journal of Educational Research, 96(5), 286-292. doi:10.1080/00220670309597641

Brigman, G., Lane,D. Switzer, D., Lane, D. E., and Lawrence, R. (1999). Teaching children school success skills. The Journal of Education Research, 92, 323-329.

Doctoral Dissertations

Chance, E. (2018): The Effects of the Ready for Success Classroom Guidance Program on the Social-Emotional Skills and Competence, Reading Proficiency, and Promotion Rate of Third-Grade Students

Perhay Kuba, S. (2017): The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate

Bottini, C. (2017): The Effects of the Student Success Skills Classroom Program on Self- Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Studentsr

Cohen, L. J. (2016). The impact of Ready To Learn, a school counselor-led intervention, on pro-social skills and reading skills of first grade students. (Doctoral dissertation). Retrieved from ProQuest. (ProQuest Number: 10172679)

Fairclough, S.L.T. (2016). The effects of the Student Success Skills program on the behavioral and cognitive engagement of grade 5 exceptional student education students. Retrieved from ProQuest. (ProQuest Number: 10300345)

Mack, C. H. (2016). The impact of a school counselor led intervention on grade 5 African American student self-regulation, test anxiety, and school attendance. (Doctoral dissertation). Retrieved from ProQuest. (ProQuest Number: 10300356)

Kane, M. (2015). The effect of student participation in Student Success Skills on the academic behaviors and key learning skills and techniques associated with college-career readiness. Retrieved from ProQuest. (ProQuest Number: 3730723)

Brown, S. N. (2014). The effect of Ready for Success, a counselor-led intervention program, on reading scores of Hispanic and African American 3^rd grade students in title one elementary schools. Retrieved from ProQuest. (UMI Number: 3647548)

Weinstein, J. (2013). The effect of the student success skills small group counseling intervention on factors associated with dropout potential in high school. Retrieved from ProQuest. (UMI Number: 3585039)

Wirth, J. L. (2012). The effect of a classroom intervention on adolescent wellness, success skills, and academic performance. Retrieved from ProQuest. (UMI Number: 3530697)

Jean-Jacques, V. J. P. (2011). The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students. Retrieved from ProQuest. (UMI Number: 3496452).

Mariani, M. (2011): Effect of student participation in student success skills on pro-social and bullying behavio