Abstract Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention (Stop and Think (Knoff in The stop & think social skills program, Sopris West, Longmont, CO, 2001) was used to extend the current literature base for students with EBD. A multiple-baseline across classrooms design was used to examine negative social behavior of five participants attending a self-contained school setting for students with challenging behavior. The primary intervention components included: (a) teach, (b) model, (c) role play, and (d) performance feedback. Specific social skills addressed in intervention were listening, using nice talk, accepting consequences, ignoring others, and following directions. Participants were taught to use a 5-step process for each social skill: (1) stop and think, (2) identify good and bad choices, (3) identify steps to performing the good choice, (4) implement steps, and (5) reflect on the good choice you made. Results indicated students benefitted from 12 sessions of explicit social skills instruction as evidenced by decreases in negative social behavior. Social behavior improvements maintained during 2-week follow-up observations. Decreasing negative social behaviors is important in improving general social and behavioral outcomes as well as demonstrating growth toward being prepared to transition back to less restrictive environments. Limitations, recommendations for future research, and practice implications are discussed. Show Journal Information Journal of Behavioral Education is an international forum devoted to publishing original research papers on the application of behavioral principles and technology to education and on the use of within subject replication designs to study educational issues, problems, and practices. The journal places no restriction on the types of participants involved in the reported studies — including by age, ability, or setting — and education is defined broadly. Publisher Information Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics. Rights & Usage This item is part of a JSTOR Collection. Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support . We'll provide a PDF copy for your screen reader. With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
Yearly Plan
Log in through your institution Purchase a PDFPurchase this article for $29.00 USD. Purchase this issue for $94.00 USD. Go to Table of Contents. How does it work?
journal article Review of Educational Research Vol. 48, No. 1 (Winter, 1978) , pp. 133-156 (24 pages) Published By: American Educational Research Association https://doi.org/10.2307/1169912 https://www.jstor.org/stable/1169912
Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Purchase article $29.00 - Download now and later Journal Information Review of Educational Research (RER) publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field. RER encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. Publisher Information The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. Rights & Usage This item is part of a JSTOR Collection. What is the component of social skills?Various individual's social functioning areas of an individual are inter-related components of social skills, such as interaction, communication, participation, emotional, social cognition skills.
What is social skills teaching?Social skills are those skills we use to communicate with other people. They include things like verbal and non-verbal communication, listening, empathy and respect. Children learn many of these skills naturally, through their interactions with others, although conditions like autism and ADHD can make this harder.
What social skills are important for students to learn and develop?Studies show that the most important skills to learn in the beginning of the year are social: cooperation, self-control, confidence, independence, curiosity, empathy, and communication.
Why is it important to teach social skills?Research shows that children with a stronger social emotional skill set were less likely to experience health problems, struggle with substance abuse, or engage in criminal activity as they got older. All of these positive long-term outcomes benefit not just the student, but broader society.
|
The most important general component of teaching social skills involves the use of
zusammenhängende Posts
Urheberrechte © © 2024 decemle Inc.
