Ripple Effects is categorized by four programs:
- Bouncy’s Ready to Learn Resilience (grades PreK-1)
- Ripple Effects for Kids (grades 2-5)
- Ripple Effects for Teens (grades 6-12)
- Educator Ally (professional development for educators)
This program is approved for WV Expanded School Mental Health.
Last reviewed: 2023
Intended Outcomes:
The Ripple Effects programs intend to positively impact student's academic achievement, attendance, and resiliency asset scores, as well as reduce the amount of student suspensions, ISS referrals, dropout rates, behavior problems, and depression scores.
Continuum of Care:
Indicated Prevention, Selective Prevention, Universal Prevention
Topic Areas:
Anxiety, Behavioral Health/Mental Health, Depression, Disruptive Behaviors, Substance Use
Ages:
Childhood (4-12), Teen/Adolescent (13-18)
Geographic Locations:
Rural, Urban
Delivery Settings:
Community-Based, School-Based, Virtual
Cultural Considerations:
A balanced amount of the research involved diverse populations
Audience:
This program is for students who are in pre-kindergarten through 12th grade and academic and non-academic staff.
Credentials:
There are no minimum qualifications to administer this program. Parents, guardians, teachers, coaches, counselors, and administrators can work with and guide children through the program.
Manuals:
Yes
Is Training Required?
Yes, see developer info
Who can provide the required training?
For more information on training, please contact: Support@rippleeffects.com
Program Costs (materials, training, etc.):
Yes, refer to program website
Program/Practice Website:
https://rippleeffects.com
Relevant Published, Peer-Reviewed Research:
Cooper, R. N. (2014). Response to Intervention (RTI): A Mixed Methods Study Evaluating the Effects of Behavior Training Software on Behavior of In-School Suspension Students. In ProQuest LLC.
Koffman, S., Ray, A., Albarran, N.M., Max Vasquez (2008) Impact of computer-based, psycho-social training on depression, among youth at risk for gang involvement and other forms of delinquency. (Unpublished)
Perry, S.M., Bass, K, Ray, A., & Berg, S. (2008) Impact social-emotional learning software on objective school outcomes among diverse adolescents: A summary analyses of six randomized controlled trials. (Expanded from poster presentation at the 2007 Society for Prevention Research Annual Meeting). In Evidence of Effectiveness Summary Outcomes Across Eight Studies: Ripple Effects Whole Spectrum intervention system
Ray, A. (2008). Unexpected findings on the impact of computerized social-emotional learning: Implications for research and practice. Paper presented at 2008 Annual Meeting of the American Educational Research Association. In Evidence of Effectiveness Summary Outcomes Across Eight Studies: Ripple Effects Whole Spectrum intervention system
Additional Sources:
WV Rating:
Supported by Research
»WV Ratings Info
Rationale for Rating:
Based on the strength of studies, positive outcomes, no evidence of harm, information from SAMHSA's NREPP (rated 3 of 4) & CASEL (promising) and the fact that NIDA funded the research, we recommend a rating of supported with a note that more updated peer reviewed published research is needed.
Contraindications or Concerns:
None identified
Other Registries/Ratings
The California Evidence-Based Clearinghouse for Child Welfare:
Not On Registry
Blueprints for Healthy Youth Development:
Not On Registry
Clearinghouse for Military Family Readiness:
Unclear 0
Office of Juvenile Justice and Delinquency Prevention Model Programs Guide:
Not On Registry
Washington State Institute for Public Policy:
Not On Registry