The Effects of Social Skill Instruction on the Social Behaviors of Intermediate Elementary-aged Students At-risk for Serious Emotional Disturbances PDF Download
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Author: Ya-Yu Lo
Publisher:
ISBN:
Category :
Languages : en
Pages : 234
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Author: Ya-Yu Lo
Publisher:
ISBN:
Category :
Languages : en
Pages : 234
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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: Rochelle Lynn Clark
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Author: Concepcion Ortiz Blake
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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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: 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: Athene Carol Banche
Publisher:
ISBN:
Category : Social skills in adolescence
Languages : en
Pages : 164
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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: Veronica Iyadunni Adedapo
Publisher:
ISBN:
Category :
Languages : en
Pages : 372
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Author: Erin M. Birk
Publisher:
ISBN:
Category : Behavior disorders in children
Languages : en
Pages : 158
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This qualitative study investigated special education teachers', regular education teachers', and other educators' perceptions regarding the impact of social skills instruction on the social and emotional functioning of students with emotional and behavioral disorders and their students' ability to generalize learned skills into other settings. Two hundred eighty-five participants completed the online survey and twelve randomly selected respondents participated in a phone or face-to-face interview. The online survey was developed to collect information about participants' demographic information, to gain an understanding of the social skills program offered in their district, and to determine their perceptions related to the effectiveness of social skills instruction and their students' ability to generalize skills learned into other settings. The special education teachers were more knowledgeable about social skills instruction than regular education teachers and other educators; however, all participants described a high level of ignorance in regards to the programs employed to address deficits and the methods utilized to assess effectiveness. Based on the responses provided, most participants suggested that social skills instruction occurs within a vacuum without opportunities for transfer of skills. The large majority of respondents indicated no observable difference in skill attainment on improving students' social and emotional functioning as a result of social skills instruction. Largely, respondents indicated a lack of communication as an explanation for the poor generalization. Results of the current study revealed that changes to the delivery of social skills instruction is necessary to ensure generalization of the skills taught. Educators should consider including all stakeholders in identifying needs and addressing deficits in order to reinforce learned skills across all settings.
Author: Aaron D. Grimm
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 54
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