The Effects of Peer-directed Social Skills Training on the Verbally/nonverbally Abusive Behaviors of Intermediate and Middle-school Students with Serious Emotional Disturbances PDF Download
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Author: Weiqi Wang
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Author: Weiqi Wang
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Book Description
Author: Concepcion Ortiz Blake
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Book Description
Abstract: Aggressive behaviors of students are increasingly a primary concern for both teachers and parents. One means for addressing this problem is to teach students social skills that will enhance socially appropriate behaviors. Previous studies have shown that teaching students with aggressive behaviors specific social skills will provide alternative positive behaviors (e. g., Dunlap & Childs, 1996; Middleton, 1994; Middleton & Cartledge, 1995; Moore, Cartledge, & Heckaman, 1995; Walker, 1998). The purpose of this study was to further investigate the effects of social skills training on the social interaction skills of students with challenging behaviors and examine the effects of teacher-directed and student-directed instruction. In this study the researcher used direct instruction procedures to systematically teach specific social skills to 12 elementary-aged students with serious emotional disorders (SED) in a small group setting. Immediately following the instruction a 18-minute observation was made of the students. Increases in frequency of appropriate behaviors were exhibited by the students during the two intervention phases for all three targeted behaviors, compared to baseline conditions. These increases indicate that the curriculum- based, teacher-directed, and peer-directed social skills instruction was an effective strategy for students with SED in this study. The change in behavior was replicated at each level in the multiple baseline design.
Author: Veronica Iyadunni Adedapo
Publisher:
ISBN:
Category :
Languages : en
Pages : 372
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Book Description
Author: Karen L. Bierman
Publisher: Guilford Publications
ISBN: 1462531725
Category : Psychology
Languages : en
Pages : 457
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Book Description
From leading authorities, this volume presents a unique evidence-based group intervention for the 10?15% of children who are challenged by peer difficulties in elementary school. The book features 145 engaging full-color reproducible handouts, posters, and other tools. In addition to teaching core social skills (participation, communication, cooperation, good sportsmanship, conflict resolution), Friendship Group promotes emotional understanding and empathy, self-control, and effective coping with social stressors. Two complete sets of sessions are provided (grades K?2 and 3?5), including step-by-step implementation guidelines. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.
Author: Ya-Yu Lo
Publisher:
ISBN:
Category :
Languages : en
Pages : 234
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Judith Johnson Presley
Publisher:
ISBN:
Category : Anger in adolescence
Languages : en
Pages : 304
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Author: Jennifer Argo
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Abstract: Socially unacceptable behaviors such as inappropriate communication, inappropriate turn-taking, and name calling during game playing situations are problematic for children with Serious Emotional Disturbances (SED). One way to address these issues is to teach students with SED social skills. Studies show that teaching social skills to children with SED can be effective (Adedapo, 1998; Middleton & Cartledge, 1995; Moore, Cartledge, & Heckaman, 1995). The purpose of this study was to extend the findings of Adedapo's (1998) research by investigating the effects of social skills training on the game playing skills of elementary-aged students with SED. In this study, the researcher used direct instruction to systematically teach specific social skills to four elementary-aged students with SED in a self-contained special education classroom. During Intervention conditions, 10 minute game playing practice took place immediately following instruction. The results of the study indicate that four elementary-aged students with SED ages 8.7 to 10.2 years can be taught social skills that decrease inappropriate communication, inappropriate turn-taking, and name calling during game playing situations. The improved social skills will assist students in game playing settings such as recess or physical education class.
Author: Maurice J. Elias
Publisher: ASCD
ISBN: 0871202883
Category : Affective education
Languages : en
Pages : 175
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Book Description
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Author: Athene Carol Banche
Publisher:
ISBN:
Category : Social skills in adolescence
Languages : en
Pages : 164
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Book Description
