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The purpose of the efficacy study was to examine whether we could improve students’ self-awareness and goal-setting skills. For ten weeks, 4 times per week, all students received intensive instruction from their classroom teachers and a social skills trainer. The intervention process consisted of direct instruction, group discussions, group activities, and role-play games. The study yielded positive outcome. Results from the study analyses indicate that students in the treatment group significantly increased their ability to develop plans and goals for an open goal or for unsolved problems, break general goals into smaller specific substeps, and figure out alternative ways to solve a problem. This outcome is very important as it proves that we can and should explicitly teach our students goal-setting skills.
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