The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials.
3-C Institute for Social Development. (2009). Child workbook: Research-based information and activities for children. Cary, NC: SELmedia.
3-C Institute for Social Development. (2009). S.S.GRIN-HFA professional manual: Group exercises for enhancing children's communication, cooperation, and confidence (2nd ed.). Cary, NC: SELmedia.
3-C Institute for Social Development. (2009). The S.S.GRIN crew: Comic book. Cary, NC: SELmedia.
Program Web site, http://www.selmediainc.com/
Additional program materials:
- Activity cards
- Animated video series [DVD]
- Parent handouts
- Rules poster
- Visual schedule cards
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria:
- Availability of implementation materials
- Availability of training and support resources
- Availability of quality assurance procedures
For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
Training and Support
The manual for professionals is well organized and easy to read, and it includes lessons with a variety of activities for the children as well as guidance on working with the children's families. The sessions are highly scripted, but the developer encourages implementers to use their knowledge and experience to adapt the materials to the children in the group. The online training, which follows the sequence of the manual, is well designed and offers continuing education credits. There are tools for self-assessment during the training to aid the participant in the final test at the completion of the training. A fidelity checklist, which mirrors session guidelines, is provided to support adherence to the model. The developer encourages the use of quality assurance tools as a part of program implementation.
The audio on the DVD was not always clear, which raises concerns that children with auditory processing challenges might have difficulty understanding what the characters are saying. Training is not required, even though the population for which the program is intended is unique in ways that necessitate specialized training. Sections of the audio track of the online training, particularly the portions when the trainer is speaking, are unclear, and some text subtitles are not timed to match correctly with the video. Although a fidelity checklist is available, there is no standardized protocol or developer support resource to assist implementers in ensuring fidelity to the model.