{"id":{"repo_id":"drake","oai_identifier":"oai:escholarshare.drake.edu:2092/1619"},"canonical_url":"https://search.dev.ndltd.org/etd/drake/oai:escholarshare.drake.edu:2092/1619","repository":{"repo_id":"drake","name":"Drake University","base_url":"https://escholarshare.drake.edu/server/oai/request"},"display":{"title":"Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders","abstract":"The purpose of this pre-experimental study was to determine the impact of targeted social skills instruction for 30 secondary students with Emotional/Behavior Disorders. Students participated in six weeks of social skills instruction, four days per week for 40-45 minutes per session. The Social Skills Improvement System rating scale was used pre and posttest to determine student outcomes in the Social Skills subdomain areas of Communication, Cooperation, Assertion, Responsibility, Empathy, and Self-Control. In addition the study also looked at the Problem Behavior subdomain areas of Externalizing, Bullying, Hyperactivity/Inattention, and Internalizing. Results across the group did not show significant levels of improvement in any of the subdomain areas. However, there were significant results when the groups were broken down into various smaller subgroups. Limitations, implications for practice, and implications for future research are also offered.","abstract_html":"The purpose of this pre-experimental study was to determine the impact of targeted social skills instruction for 30 secondary students with Emotional/Behavior Disorders. Students participated in six weeks of social skills instruction, four days per week for 40-45 minutes per session. The Social Skills Improvement System rating scale was used pre and posttest to determine student outcomes in the Social Skills subdomain areas of Communication, Cooperation, Assertion, Responsibility, Empathy, and Self-Control. In addition the study also looked at the Problem Behavior subdomain areas of Externalizing, Bullying, Hyperactivity/Inattention, and Internalizing. Results across the group did not show significant levels of improvement in any of the subdomain areas. However, there were significant results when the groups were broken down into various smaller subgroups. Limitations, implications for practice, and implications for future research are also offered.","abstract_has_math":false,"creators":["Calhoun, Angela B."],"institution":"Drake University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-09","date_published":"2011-09","updated_at":"2026-07-27T19:18:21Z","subjects":["Behavior disorders in adolescence","Social skills in adolescence--Instruction and study","Chidren with social disabilities--Study and teaching","Children with mental disabilities--Study and teaching"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2092/1619","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Calhoun, Angela B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-10-07T13:38:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-10-07T13:38:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-09"]},{"key":"dc:publisher","label":"Institution","values":["Drake University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior disorders in adolescence","Social skills in adolescence--Instruction and study","Chidren with social disabilities--Study and teaching","Children with mental disabilities--Study and teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2092/1619"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["98 leaves"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this pre-experimental study was to determine the impact of targeted social skills instruction for 30 secondary students with Emotional/Behavior Disorders. Students participated in six weeks of social skills instruction, four days per week for 40-45 minutes per session. The Social Skills Improvement System rating scale was used pre and posttest to determine student outcomes in the Social Skills subdomain areas of Communication, Cooperation, Assertion, Responsibility, Empathy, and Self-Control. In addition the study also looked at the Problem Behavior subdomain areas of Externalizing, Bullying, Hyperactivity/Inattention, and Internalizing. Results across the group did not show significant levels of improvement in any of the subdomain areas. However, there were significant results when the groups were broken down into various smaller subgroups. Limitations, implications for practice, and implications for future research are also offered."]},{"key":"dc:title","label":"Title","values":["Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders"]}]}],"canonical_facts":{"dc:creator":["Calhoun, Angela B."],"dc:date.accessioned":["2011-10-07T13:38:44Z"],"dc:date.available":["2011-10-07T13:38:44Z"],"dc:date.issued":["2011-09"],"dc:description":["98 leaves"],"dc:description.abstract":["The purpose of this pre-experimental study was to determine the impact of targeted social skills instruction for 30 secondary students with Emotional/Behavior Disorders. Students participated in six weeks of social skills instruction, four days per week for 40-45 minutes per session. The Social Skills Improvement System rating scale was used pre and posttest to determine student outcomes in the Social Skills subdomain areas of Communication, Cooperation, Assertion, Responsibility, Empathy, and Self-Control. In addition the study also looked at the Problem Behavior subdomain areas of Externalizing, Bullying, Hyperactivity/Inattention, and Internalizing. Results across the group did not show significant levels of improvement in any of the subdomain areas. However, there were significant results when the groups were broken down into various smaller subgroups. Limitations, implications for practice, and implications for future research are also offered."],"dc:identifier.uri":["http://hdl.handle.net/2092/1619"],"dc:language.iso":["en_US"],"dc:publisher":["Drake University"],"dc:subject":["Behavior disorders in adolescence","Social skills in adolescence--Instruction and study","Chidren with social disabilities--Study and teaching","Children with mental disabilities--Study and teaching"],"dc:title":["Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T19:18:21Z"}