• Teaches friendship skills through interactive activities, music videos, and more
• Supports bully prevention, social emotional learning, and positive behavior support initiatives
• Aligns with RTI and MTSS Tier 2
• Subscription includes access to all materials online
• Treasure Box Big Books can also be purchased separately through 3C’s Products page

In addition to the online training, your S.S.GRIN EC subscription includes:

Downloadable Materials: 

• Professional manual with administrative guidelines, implementation tips, and session scripts
• Parent handouts and templates for corresponding with parents/caregivers
• Guides for teachers to help S.S.GRIN participants apply what they learned in the small group setting to the classroom
• 11 full-color illustrated classroom posters
• Activity cards for role plays
• Treasure Box posters, flipbook, and reward stickers
• 8 music videos designed to illustrate skills and concepts from the curriculum

All materials can be downloaded and printed using your online subscription. For an additional charge, Treasure Box Big Books can be purchased through 3C’s Products page.

S.S.GRIN is powered by IMPACT, 3C Institute’s innovative online system for supporting quality implementation of evidence-based programs.

With IMPACT, you can:

• Take online provider training (CE credits available)
• Monitor and generate reports on your participants’ progress
• Track how closely you’re following the recommended program guidelines
• Conduct pre-post assessments for participating students
• Watch expert advice videos
• Get answers to frequently asked questions
• And more!
  
  

Product samples:

• Professional Manual table of contents
• Sample session guide
• Sample parent handout

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

S.S.GRIN EC was adapted from the evidence-based program S.S.GRIN 3-5. The articles below reflect the results of an efficacy study of S.S.GRIN 3-5.

DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33. 125-130.

Abstract:

This study tested the efficacy of a generic social skills intervention, Social Skills Group Intervention (S.S.GRIN), for children experiencing peer dislike, bullying, or social anxiety. Third-grade children were randomly assigned to treatment (n = 187) or no-treatment control (CO; n = 194) groups. Examination of the direction and magnitude of change in functioning revealed that S.S.GRIN increased peer liking, enhanced self-esteem and self-efficacy, and decreased social anxiety compared to controls. S.S.GRIN was equally efficacious for all subtypes of peer problems targeted. Particular benefits were found for aggressive children who showed greater declines in aggression and bullying behavior and fewer antisocial affiliations than aggressive control participants.

Discussion focuses on the benefits of heterogeneous versus homogeneous groups of participants and the potential value of utilizing generic social skills training protocols.

DeRosier, M. E. & Marcus, S. R. (2005). Building friendships and combating bullying: Effectiveness of S.S.GRIN at one-year follow-up. Journal of Clinical Child and Adolescent Psychology, 34, 140-150.

Abstract:

This study tested the long-term effectiveness of a social skills program for peer-rejected, victimized, and socially anxious children. Third-grade children with peer problems were randomly assigned to treatment (TX; n = 187) or no-treatment control (CO; n = 194) groups. One year after the intervention, the pattern of findings was similar to that at post-intervention; however, several new group differences emerged.

Additional positive treatment effects were found, including higher social acceptance and self-esteem and lower depression and anxiety. Lower aggressive behavior was found, particularly for initially more aggressive children. Several gender differences emerged where treatment effects were present for girls but not boys. The demonstrated value of teaching social skills to children experiencing peer problems is discussed and suggestions for future research are offered.

DeRosier, M. E. (2007). Peer victimized and rejected children: Promoting school-based adjustment through social skills intervention. In Zins, J. E., Elias, M. J., & Maher, C. A. (Eds.), Handbook of Prevention and Intervention in Peer Harassment, Victimization, and Bullying. New York: Haworth Press.

Results for students who participated in S.S.GRIN 3-5:

• Significant reductions in peer nominated aggression, bullying behavior, and fear of negative evaluation. 
• Significant differences between treatment and control groups on antisocial affiliations and depression when compared to controls. 
• Significant improvement in social motivation.

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 EC Alignment with RTI, PBIS, and MTSS

S.S.GRIN EC 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 EC 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, as well as behavioral probes with learning extensions