Article

A Mixed-Method Study to Evaluate Grade 4 Student Engagement in the Exceptional Student Success Skills Program

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Abstract

This mixed-method study evaluated grade 4 special education student engagement in the Exceptional Student Success Skills (ESSS) program, an Advocating Student-within-Environment (ASE) approach to school counseling. Eight students with diagnosed disabilities participated in the ESSS for eight weeks. Thematic analysis of the student data revealed three themes and four levels of program engagement. The Social Skills Improvement System-Rating Scale (SSIS-RS) Teacher Form, administered before and after the ESSS intervention, provided additional validation for the student data findings by offering a structured, teacher-reported measure of student social and behavioral development. The findings of this study were instrumental in informing revisions for the ESSS program while also illustrating how systematic testing and evaluation processes can drive meaningful improvements. By applying practical analysis, the study highlighted the critical role of assessment in refining and enhancing program effectiveness.

Keywords: school counseling, exceptional student education, advocating student-within-environment

How to Cite:

Bowers Parker, H., Villares, E., & Kwok, S. (2025). Elementary special education students’ engagement in the exceptional Student Success Skills program: A mixed-methods study. Counseling Scholarship & Practice in Educational Communities, 1(1), 1 – 31. https://doi.org/10.7275/cspec.2289