Effect of Social Skill Instruction on Behavior in the Classroom when Used with Eleventh and Twelfth Grade Students with Behavior Disorders PDF Download
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Author: Aaron D. Grimm
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 54
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Book Description
Author: Aaron D. Grimm
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 54
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Author: Amaury Samalot-Rivera
Publisher:
ISBN:
Category : Adjustment disorders in children
Languages : en
Pages : 151
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Abstract: Children and youth with disabilities, especially those with mental, emotional, and learning disabilities often demonstrate deficits in social competence (Cartledge & Milburn, 1978; Gresham, Sungai, & Horner, 2001). Within a school environment, these deficits are commonly observed in physical education and sport settings (Buchanan, 2001; Hellison, 2003; Bloom & Smith, 1996). Yet, little has been done to enhance the social skills of children with disabilities (especially those with emotional or behavioral disorders) in physical education and sport settings. According to social learning theory (Bandura, 1977) behaviors are learned and thus, direct instruction can be employed to teach appropriate social behaviors. Therefore, purpose of this study was to examine the effect of social skill instruction (within the context of social learning theory) on the acquisition, maintenance, and generalization of peer related social behaviors of students with emotional or behavioral disorders (EBD) during competitive sports/games activities. A multiple baseline across participants design was used. The experiment specifically addressed the effect of social skill instruction on the number of appropriate and inappropriate sport/games behaviors during physical education. The instruction was based on a Sports and Games Behaviors Curriculum that was developed and validated. Six students (4 males and 2 females) ages 10 through 17 and attending two alternative education school programs designed to serve children and youth with EBD participated in this study. Results of this study demonstrated that social skill instruction was an effective strategy to develop appropriate sport and game behaviors and decrease inappropriate ones for students with EBD in physical education. However, there was limited support for generalization. Social validity results demonstrated that parents and teachers support the curriculum as implemented to develop appropriate sport and game behaviors. Although further investigation is needed, the intervention was effective in improving appropriate behaviors and decreasing inappropriate ones.
Author: Porsha Donette Robinson-Ervin
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Abstract: This study examined the effects of culturally responsive, computer-based social skills instruction on the social skill acquisition and generalization of urban sixth graders with emotional and behavioral disorders (EBD). Six students received the social skills intervention three to four times a week for approximately 3 to 7 weeks. A multiple-probe across participants design was used in this study. This design allowed the experimenter to note the effects of the social skills intervention on the participant's ability to follow adult directions. The dependent variables included: following adult directions, participation, and entering conversations appropriately. Pre and post-test measures were given to determine the effects of the social skills intervention on each participant's overall ability to learn information pertaining to the social skill of following adult directions. Results revealed that culturally responsive, computer-based social skills instruction was effective at increasing the participant's ability to follow adult directions, participate in classroom activities, and enter conversations appropriately. Generalization results were modest for four participants but two students demonstrated increasing trends across experimental conditions for the dependent measures. These results support the use of culturally responsive, computer-based social skills instruction for urban adolescents with emotional and behavioral disorders. This study extends current research as direct observations were conducted to measure each participant's behavior and traditional social skills instruction was integrated with culturally responsive and computer-based instruction to allow for more personalized instruction. Implications, limitations, and future research are discussed.
Author: Evaline L. Foster
Publisher: Xlibris Corporation
ISBN: 1462859925
Category : Social Science
Languages : en
Pages : 91
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Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings. Foster, Evaline L., 2004: Applied Dissertation, Nova Southeastern University, Fischler School ofEducation and Human Services. Peer Support Groups/Anger Management/Conflict Resolution/Social Skills/Bullying/Teacher Student Relationships This applied dissertation was designed to reduce the disruptive verbal and physical behaviors within the regular behavior enrichment classroom during the 2003-2004 school year. From August 2002-May 2003, 18 home suspensions, 25 in-school suspensions, and 85 office referrals due to extremely disruptive verbal and physical behaviors were recorded for students enrolled in the regular education behavior enrichment classroom. The purpose of this applied dissertation was to modify the negative behaviors of students into appropriate behaviors that would allow them to productively function academically, socially, and emotionally in the regular education classroom setting. The writer developed lesson plans and strategies to reduce the verbal and physical behaviors of students within the regular behavior enrichment classroom. Strategies taught included (a) facilitation of peer support groups and instruction, (b) modeling, (c) reinforcement of conflict resolution skills, (d) self-management techniques, (e) anger management techniques, and (f) social skills lessons. This applied dissertation also has the potential to provide other educators with the strategies necessary to maintain positive behaviors in the classroom. An analysis of data revealed a decreased number of verbal and physical antisocial behaviors in students. Through this implementation, students learned how to better self-manage their behaviors and use conflict resolution skills to solve controversial issues The presence of these factors helped to motivate students, improve behavior, increase cognitive developments levels, and strengthen parent/teacher relationships.
Author: Beth Mogul Abraham
Publisher:
ISBN:
Category :
Languages : en
Pages : 230
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Book Description
Author: Athene Carol Banche
Publisher:
ISBN:
Category : Social skills in adolescence
Languages : en
Pages : 164
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Author: Mary Ann Schirtzinger
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Author: Jennifer Resetar Volz
Publisher: Boys Town Press
ISBN: 1934490105
Category : Education
Languages : en
Pages : 194
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Book Description
Research and experience show that children and adolescents who struggle with emotional, behavioral and social problems do improve when they learn prosocial skills. Social skill instruction, therefore, can be a vital component in the treatment planning for a child diagnosed with a mental health disorder. Teaching Social Skills to Youth with Mental Health Disorders is a guide for therapists, counselors, psychologists, educators, and other practitioners trying to help these youth get better.
Author: Michelle Henderson
Publisher: Lulu.com
ISBN: 0578024985
Category : Family & Relationships
Languages : en
Pages : 74
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Book Description
In A Three Element Social Skill Program, Michelle Henderson, offers guidance to educators on how to develop a creative program where children with social deficits can use their imaginations. Using social skill instruction, acting techniques, and technology to create a social skill program, educators will be delighted with the improvement their students make in their social skills. When students are filmed practicing social skills, data of students' progress is also being recorded. The three-element social skill program is a visual and imaginative way to teach social skills. Students will develop strategies to assist them in any difficult social situation. Educators will develop a social skill instruction program by: creating a program that includes modeling behavior, rehearsal, role-playing, and coaching developing a menu of social skills that each child needs to improve a list of different teaching modalities (visual, motor, and auditory) with different activities for each social skill explanations of how to generalize the strategies learned for different environment As an actor practices and hones his skills, he becomes increasingly aware of his own feelings and emotions. As he learns to "walk in the shoes of another," he develops a heighted since of empathy for those that he portrays. As educators introduce acting techniques into their lessons, the students will: realize how important recreational and leisure activities through the fine arts can be lean how to improvise in social situations create and deliver speeches and stories interview peers perform skits and develop their own news segment or cooking show A dynamic and creative social skill lesson can be made more effectively by adding some fun and technologic effects. By taking advantage of movie-making technologies, students can pretend to trave to anyplace their imaginations want to take them. They can act within the setting of a school, a castle, a forest, or even a video game. Educators can use technology to develop individual social skill video clips of appropriate behaviors, as well as to create stories from the students' point of view.
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416600795
Category : Education
Languages : en
Pages : 150
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Book Description
How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management? In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of "Action Steps"--specific strategies that educators can use to * Get the classroom management effort off to a good start, * Establish effective rules and procedures, * Implement appropriate disciplinary interventions, * Foster productive student-teacher relationships, * Develop a positive "mental set," * Help students contribute to a positive learning environment, and * Activate schoolwide measures for effective classroom management. Marzano and his coauthors Jana S. Marzano and Debra Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. In each chapter, they also review the strengths and weaknesses of programs with proven track records. With student behavior and effective discipline a growing concern in schools, this comprehensive analysis is a timely guide to the critical role of classroom management in student learning and achievement. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
