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Evaluating the Effectiveness of the LifeSkills Training Program in Reducing Non-Attendance, Suspensions, and Referrals to Student Assistance Program.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Evaluating the Effectiveness of the LifeSkills Training Program in Reducing Non-Attendance, Suspensions, and Referrals to Student Assistance Program./
Author:	Lantz, Stacy Stairs.
Description:	1 online resource (113 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355158373

Evaluating the Effectiveness of the LifeSkills Training Program in Reducing Non-Attendance, Suspensions, and Referrals to Student Assistance Program.
Lantz, Stacy Stairs.

Evaluating the Effectiveness of the LifeSkills Training Program in Reducing Non-Attendance, Suspensions, and Referrals to Student Assistance Program. - 1 online resource (113 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2017.

Includes bibliographical references

The purpose of this study was to determine the effects of participation in the LifeSkills Training (LST) program on student outcomes regarding attendance, discipline, and mental health referrals. Four middle schools located in Western and Central Pennsylvania participated in the study. A total number of 231 participants from three schools participated in the LST program. A total number of 135 participants from one school participated in the non-evidence based universal intervention. All students were in 6th grade during the 2013--2014 school year. No procedures were applied to participants. This study was based on existing anonymous, archival student data. It was hypothesized that participants in the LST program would present with reduced absences, numbers of in-school suspensions (ISS) and out-of-school suspensions (OSS), and referrals to the Student Assistance Program (SAP) when compared to participants in the non-evidence based intervention. Results showed that ISS numbers were greater in the non-evidence based intervention group. However, OSS numbers were greater in the LST group when compared to the non-evidence based intervention group. Results showed that unexcused absences for the LST program were actually statistically significantly higher than unexcused absences for the non-evidence based intervention. No significant results were found for the social-emotional learning (SEL) programs for the remaining dependent variables.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355158373Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Evaluating the Effectiveness of the LifeSkills Training Program in Reducing Non-Attendance, Suspensions, and Referrals to Student Assistance Program.
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520 $a The purpose of this study was to determine the effects of participation in the LifeSkills Training (LST) program on student outcomes regarding attendance, discipline, and mental health referrals. Four middle schools located in Western and Central Pennsylvania participated in the study. A total number of 231 participants from three schools participated in the LST program. A total number of 135 participants from one school participated in the non-evidence based universal intervention. All students were in 6th grade during the 2013--2014 school year. No procedures were applied to participants. This study was based on existing anonymous, archival student data. It was hypothesized that participants in the LST program would present with reduced absences, numbers of in-school suspensions (ISS) and out-of-school suspensions (OSS), and referrals to the Student Assistance Program (SAP) when compared to participants in the non-evidence based intervention. Results showed that ISS numbers were greater in the non-evidence based intervention group. However, OSS numbers were greater in the LST group when compared to the non-evidence based intervention group. Results showed that unexcused absences for the LST program were actually statistically significantly higher than unexcused absences for the non-evidence based intervention. No significant results were found for the social-emotional learning (SEL) programs for the remaining dependent variables.
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