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S.S.GRIN for Adolescents (S.S.GRIN-A)

One-year online subscription to S.S.GRIN-A, an evidence-based social skills small group intervention for youth in middle school through early high school. Delivered in 12 one-hour sessions, S.S.GRIN-A can be used in classroom, clinic, and community settings.

S.S.GRIN-A covers communication skills, respect, emotion management, goal-setting, taking responsibility, perspective taking, compromise, and more. Thought-provoking activities help adolescents learn and practice skills, preparing them to navigate common social situations in the real world.

Purchase now!
  • Online subscription
  • Intervention resources and support
  • Provider training (3 CE credit hours)
  • 120
Purchase

Need to make a purchase order? Email info@3cisd.com for support.

  • Group social skills training for adolescents focusing on impulse control, empathy, other friendship-building qualities
  • Supports school climate initiatives such as bully prevention, social emotional learning, and positive behavior support
  • Aligns with ASCA National Standards

Everything you need to deliver the program is available online, including:

  • Online provider training (CE credits available)
  • Professional manual with administrative guidelines, implementation tips, and session scripts
  • 12 session scripts and related activities
  • Fully illustrated Youth Portfolio
  • Set of Activity Cards for role plays
  • Full-color poster with group rules
  • Extensive reading resources and evaluation materials

Product samples:


See how S.S.GRIN A aligns with ASCA National Standards

Harrell, A. W., Mercer, S. H., & DeRosier, M. E. (2008). Improving the social-behavioral adjustment of adolescents: The effectiveness of a social skills group intervention. Journal of Family Studies, 18, 378-387.

Abstract:

We evaluated the efficacy of a social skills training intervention designed to improve adolescents’ social, emotional, and behavioral adjustment, Social Skills Group Intervention-Adolescent (S.S.GRIN-A). Seventy-four adolescents (ages 13–16 years) and their parents were randomly assigned to either the treatment group (N = 40) or a wait-list control group (N = 34). Adolescents in the treatment and control groups were compared on global self-concept, social self-efficacy, internalizing problems, and externalizing problems pre- and post-intervention.

Youth in the treatment group demonstrated enhanced global self-concept, increased social self-efficacy, and decreased internalizing problems as compared to youth in the control group. No differences in externalizing behavior were found. We discuss the effectiveness of S.S.GRIN A as a general program designed for addressing a range of adjustment issues and social skill deficits in adolescents.

RTI, PBIS, and MTSS

Schools are required to use a system of accountability called Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). A number of states are moving to the Multi-tiered System of Supports (MTSS) model to incorporate RTI and PBIS.

MTSS is designed to ensure that educators provide high-quality instruction and intervention matched to student needs using (1) learning rate over time and (2) level of performance to inform instructional decisions.

S.S.GRIN A Alignment with RTI, PBIS, and MTSS

S.S.GRIN A meets the Tier 2 requirements of these models by providing a targeted behavioral intervention for students who need extra support to improve their social skills.

Why choose S.S.GRIN A for your Tier 2 social skills intervention? S.S.GRIN:

  • Is evidence based
  • Provides a structured small group learning environment
  • Teaches social skills in a developmentally sequenced manner
  • Includes comprehensive online provider training and extensive implementation resources for use before and throughout program implementation
  • Includes an integrated online assessment system for measurement of implementation fidelity, participant progress, and participant outcomes

TESTIMONIAL

The adolescent program is engaging and challenging, yet practical and comprehensible. I have seen several students make strides in their willingness and ability to exchange ideas about relationships and day-to-day verbal exchanges.
– John Dancy-Jones, M.Ed.The Fletcher Academy
News

DEB CHILDRESS, PHD

Chief of Research and Learning Content

BIOGRAPHY

Dr. Childress obtained her PhD in psychology at the University of North Carolina at Chapel Hill. Prior to coming to 3C Institute, she served as a research associate and a postdoctoral fellow in the Carolina Institute for Developmental Disabilities at the University of North Carolina at Chapel Hill working on a longitudinal imaging study aimed at identifying the early markers of autism through behavioral and imaging methodologies. She has 19 years of autism research experience, during which she has examined the behavioral, personality, and cognitive characteristics of individuals with autism and their family members. Dr. Childress also has experience developing behavioral and parent report measurement tools, coordinating multi-site research studies, and collecting data from children and families. She has taught courses and seminars in general child development, autism, and cognitive development at the University of North Carolina at Chapel Hill.

Expertise

  • autism
  • early development
  • behavioral measurement
  • integrating behavioral and biological measurement

Education

  • Postdoctoral fellowship, Carolina Institute for Developmental Disabilities (Institutional NRSA-NICHD), University of North Carolina at Chapel Hill
  • PhD, developmental psychology, University of North Carolina at Chapel Hill
  • BS, psychology (minor in sociology), University of Iowa

Selected Publications

  • Elison, J. T., Wolff, J. J., Heimer, D. C., Paterson, S. J., Gu, H., Hazlett, H. C., Styner, M, Gerig, G., & Piven, J. (in press). Frontolimbic neural circuitry at 6 months predicts individual differences in joint attention at 9 months. Developmental Science.
  • Wassink, T. H., Vieland, V. J., Sheffield, V. C., Bartlett, C. W., Goedken, R., Childress, D. & Piven, J. (2008). Posterior probability of linkage analysis of autism dataset identifies linkage to chromosome 16. Psychiatric Genetics,18(2),85-91.
  • Losh, M., Childress, D., Lam K. & Piven, J. (2008). Defining key features of the broad autism phenotype: A comparison across parents of multiple- and single-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 147B(4):424-33.
  • Wassink, T. H., Piven, J., Vieland, V. J., Jenkins, L., Frantz R., Bartlett, C. W., Goedken, R., … Sheffield, V.C. (2005). Evaluation of the chromosome 2q37.3 gene CENTG2 as an autism susceptibility gene. American Journal of Medical Genetics (Neuropsychiatric Genetics), 136, 36-44.
  • Barrett, S., Beck, J., Bernier, R., Bisson, E., Braun, T., Casavant, T., Childress, D., … Vieland, V. (1999). An autosomal genomic screen for autism. American Journal of Medical Genetics (Neuropsychiatric Genetics), 88, 609-615. doi: 10.1002/(SICI)1096-8628(19991215)88:63.0.CO;2-L
  • Piven, J., Palmer, P., Landa, R., Santangelo, S., Jacobi, D. & Childress, D. (1997). Personality and language characteristics in parents from multiple-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 74, 398-411.
  • Piven, J., Palmer, P., Jacobi, D., Childress, D. & Arndt, S. (1997). Broader autism phenotype: Evidence from a family history study of multiple-incidence autism families. American Journal of Psychiatry, 154, 185-190.