The Effects of Social Skills Training on the Socially Appropriate and Antisocial Behaviors of Elementary Students with Serious Emotional Disorders and At-risk Behaviors in the General Education Setting PDF Download
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Author: Veronica Iyadunni Adedapo
Publisher:
ISBN:
Category :
Languages : en
Pages : 372
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Author: Veronica Iyadunni Adedapo
Publisher:
ISBN:
Category :
Languages : en
Pages : 372
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Author: Rochelle Lynn Clark
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 704
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 828
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Serves as an index to Eric reports [microform].
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:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 784
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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: Bob Algozzine
Publisher: Simon and Schuster
ISBN: 1632209799
Category : Education
Languages : en
Pages : 430
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Book Description
In today's increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level. Based on the premise that early response to problems can lead to better outcomes for students, the book's content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features: -The latest information on the science and practice of prevention -Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention -Effective practices for teaching social skills to young children -Proven techniques for implementing schoolwide positive behavior support -Tools for using individual behavior plans to prevent problems -Ideas for home-school and community partnerships and culturally responsible teaching -Critical strategies for monitoring student progress and evaluating prevention practices -New, updated chapters, including information on preschool behavior support and RTI This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.
Author: Evaline Foster
Publisher: Xlibris Corporation
ISBN: 9781462859917
Category : Social Science
Languages : en
Pages : 92
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Book Description
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: Karen L. Bierman
Publisher: Guilford Publications
ISBN: 1462531733
Category : Psychology
Languages : en
Pages : 458
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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. See also the authors' Fast Track Program for Children at Risk: Preventing Antisocial Behavior, which describes the landmark study that used Friendship Group in tandem with other school- and family-based interventions.
