Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders

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.

Grantor dc:publisher

Drake University

Year dc:date.issued

2011

Author dc:creator

• Calhoun, Angela B.

• 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

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/2092/1619

OAI identifier oai:identifier

oai:escholarshare.drake.edu:2092/1619