Greg Brigman

Closing the Achievement Gap: A Structured Approach to Group Counseling

ABSTRACT This study evaluated the impact of a group counseling intervention on student academic and social performance. Twenty-five school counselors were trained to use a structured approach to small-group counseling with students scoring in the mid-to-low range in math and reading. The group intervention focused on improving student achievement and student success skills, which included academic, social, and self-management skills. Results indicated gains in reading and math achievement scores and in teacher-rated behavior related to student success skills with elementary and middle school students.

Closing the Achievement Gap of Latina/Latino Students: A School Counseling Response

This article addresses the achievement gap of Latina/Latino students and evaluates the impact of a Spanish culturally translated classroom program, delivered by bilingual/bicultural school counselors in five 45-min lessons and three booster lessons. Latina/o limited English proficient (LEP) students in Grades 4 and 5 from three schools were assigned to treatment (n = 62) and comparison (n = 94) groups. A quasi-experimental, nonequivalent control group design was used. Significant improvement in reading and math, as measured by standardized tests, were found for students who received the treatment as compared to those who did not. This resulted in a reading and math effect size (ES) of .37.

The Impact of Student Success Skills on Standardized Test Scores A Meta-Analysis

This meta-analysis investigates the practical significance of the Student Success Skills (SSS) program on student achievement. Each study involved the SSS intervention, math and reading scores, at least one treatment and comparison group, and a certified school counselor. The sample involved students (n = 1,279) in Grades 4, 5, 6, 8, and 9. Overall effect sizes for math (.41), reading (.17), and the SSS program (.29) were determined. New guidelines for interpreting the results are introduced.

Student Success Skills: A Structured Group Intervention for School Counselors

This article describes the Student Success Skills (SSS) small group intervention developed for school counselors targeting academic outcomes. The SSS program is based on extensive reviews of research about the skills students need to be successful. Studies supporting program effectiveness are briefly reviewed and show consistent patterns of improved academic achievement outcomes for treatment group students. The structured group format and intervention are described in detail. Effective school counselor group work practice is described.

Ready to Learn: Teaching Kindergarten Students School Success Skills

Abstract Studies have indicated that children have difficulty learning when they do not demonstrate certain prerequisite learning skills that involve attention, listening comprehension, and social skills. The authors evaluated the Ready To Learn (RTL) curriculum for its effectiveness in improving the prerequisite learning skills in 12 kindergarten classes (260 students) in 3 demographically similar elementary schools. Teachers in target classrooms were trained to deliver the RTL curriculum and 5 specific teaching strategies for use throughout the day. Students who received the intervention in those classrooms scored significantly higher than did comparison students on a listening comprehension measure and a student behavior rating scale. These findings may be an indicator that entire classrooms of students can be taught prerequisite learning skills as part of the daily curriculum and, as a result, show increases in school success behaviors.

Development of an Instrument to Measure Student Use of Academic Success Skills: An Exploratory Factor Analysis.

This article describes the development of the Student Engagement in School Success Skills instrument including item development and exploratory factor analysis. The instrument was developed to measure student use of the skills and strategies identified as most critical for long-term school success that are typically taught by school counselors.

Psychometric Properties and Confirmatory Factor Analysis of the Student Engagement in School Success Skills.

This article describes the confirmatory factor analysis of the Student Engagement in School Success Skills (SESSS) instrument. The results of this study confirm that the SESSS has potential to be a useful self-report measure of elementary students’ use of strategies and skills associated with enhanced academic learning and achievement.

Fostering Success through Group Work with Children Who Celebrate Diversity.

A multicultural model for children in Grades K through 5 to foster skills needed for success is presented. The learning, living, and working (LLW) group work model focuses on three skill sets identified by multiple researchers over the past 30 years as necessary for success in school, relationships, and work. These three skill sets—learning skills, social skills, and cognitive strategies—can be strengthened by participation in the LLW group sessions. The 12-session group uses role play, stories about diversity, and service learning to increase success skills and understanding of diverse cultures. Listening, attending behaviors, cooperative work and play, and the use of story structure are embedded into each session. The goal of group participation is increased academic achievement and positive peer relations. The model was developed to be used in a school setting and may be appropriate for other settings as well.

Student Success Skills: An Evidence-based Cognitive and Social Change Theory for Student Achievement

An overview of the Student Success Skills (SSS) program is offered, including descriptions of the curricular structure, extant research support related to SSS effectiveness for academic achievement and improved school behaviors, and a theory of change for student development. Recent research has demonstrated the value of the SSS program as it connects to student academic achievement and related learning outcomes. To demonstrate how these findings can be generalized as a theory of change in myriad educational circumstances, specific SSS curricular skills and strategies are explicated, including those that are cognitive, attitudinal, self-regulatory, behavioral, and social.