Research on S.S.GRIN
S.S.GRIN is evidence-based and proven effective through years of research and clinical experience. Since 1993, quantitative evaluations have repeatedly supported the prosocial benefits of S.S.GRIN.
Results published in the Journal of Child and Clinical Psychology demonstrate how children with peer problems who participated in S.S.GRIN learned significant behavioral skills for making and keeping friends, and gained remarkable social-emotional adjustment at school. In contrast, children with peer problems who did not participate in S.S.GRIN showed a decrease in social, emotional, and behavioral skills.
| Research Summary – Overview of research on SELmedia programs. |
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S.S.GRIN HFA Research - Overview of research on the S.S.GRIN program for children with High Functioning Autism.
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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.
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Abstract
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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.
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DeRosier, M.E. & Gilliom, M. (2007). Effectiveness of a Parent Training Program for Improving Children's Social Behavior. Journal of Child and Family Studies, Volume 16, Number 5, October 2007.
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| 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. |
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