Outcome Measurement of School-Based SEL Intervention Follow-Up Studies

Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurem...

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Bibliographic Details
Published in:Assessment for effective intervention 2020-12, Vol.46 (1), p.76-81
Main Authors: Ura, Sarah K., Castro-Olivo, Sara M., d’Abreu, Ana
Format: Article
Language:English
Subjects:
Competence
Evaluation Methods
Intervention
Measurement
Measurement Techniques
Meta Analysis
Outcomes of Education
Program Evaluation
School based intervention
Skill development
Skills
Social Emotional Learning
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Summary:Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.
ISSN:1534-5084
1938-7458
DOI:10.1177/1534508419862619