The purpose of this study was to examine the effectiveness of the social skills program \"Skillstreaming the Elementary School Child\" for elementary children with learning disabilities. Two first grade and two second grade students participated in the study. All students were classified as specific learning disabled and were included in the general education classroom with instructional support from a resource room. The intervention consisted of 12 sessions, using the \"Skillstreaming\" program 20 minutes per day, four days a week for 3 weeks, and weekly follow-up of review for 4 weeks with a total of 7 weeks.
A multiple baseline design across participating students was used in the study. The children's behaviors were observed and recorded in three phases; A, Baseline, B, Intervention and C, Follow-up. The results of the study showed an increase of appropriate behaviors such as ignoring distractions, listening and contributing to discussion during phase B, but a decrease during the follow-up phase. Future research is needed to validate the findings to further examine this \"Skillstreaming\" program for primary elementary students.
","abstract_html":"<p>The purpose of this study was to examine the effectiveness of the social skills program "Skillstreaming the Elementary School Child" for elementary children with learning disabilities. Two first grade and two second grade students participated in the study. All students were classified as specific learning disabled and were included in the general education classroom with instructional support from a resource room. The intervention consisted of 12 sessions, using the "Skillstreaming" program 20 minutes per day, four days a week for 3 weeks, and weekly follow-up of review for 4 weeks with a total of 7 weeks.</p> <p>A multiple baseline design across participating students was used in the study. The children's behaviors were observed and recorded in three phases; A, Baseline, B, Intervention and C, Follow-up. The results of the study showed an increase of appropriate behaviors such as ignoring distractions, listening and contributing to discussion during phase B, but a decrease during the follow-up phase. Future research is needed to validate the findings to further examine this "Skillstreaming" program for primary elementary students.</p>","abstract_has_math":false,"creators":["Swenson, Patricia M."],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-20T07:00:00Z","date_published":"2003-05-20T07:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["Learning disabled children; Social skills in children--Study and teaching","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1382","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Swenson, Patricia M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabled children; Social skills in children--Study and teaching","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1382"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the effectiveness of the social skills program \"Skillstreaming the Elementary School Child\" for elementary children with learning disabilities. Two first grade and two second grade students participated in the study. All students were classified as specific learning disabled and were included in the general education classroom with instructional support from a resource room. The intervention consisted of 12 sessions, using the \"Skillstreaming\" program 20 minutes per day, four days a week for 3 weeks, and weekly follow-up of review for 4 weeks with a total of 7 weeks.
A multiple baseline design across participating students was used in the study. The children's behaviors were observed and recorded in three phases; A, Baseline, B, Intervention and C, Follow-up. The results of the study showed an increase of appropriate behaviors such as ignoring distractions, listening and contributing to discussion during phase B, but a decrease during the follow-up phase. Future research is needed to validate the findings to further examine this \"Skillstreaming\" program for primary elementary students.
"]},{"key":"dc:title","label":"Title","values":["The effect of social skills training for elementary students with learning disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Swenson, Patricia M."],"dc:date.available":["2016-05-11T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine the effectiveness of the social skills program \"Skillstreaming the Elementary School Child\" for elementary children with learning disabilities. Two first grade and two second grade students participated in the study. All students were classified as specific learning disabled and were included in the general education classroom with instructional support from a resource room. The intervention consisted of 12 sessions, using the \"Skillstreaming\" program 20 minutes per day, four days a week for 3 weeks, and weekly follow-up of review for 4 weeks with a total of 7 weeks.
A multiple baseline design across participating students was used in the study. The children's behaviors were observed and recorded in three phases; A, Baseline, B, Intervention and C, Follow-up. The results of the study showed an increase of appropriate behaviors such as ignoring distractions, listening and contributing to discussion during phase B, but a decrease during the follow-up phase. Future research is needed to validate the findings to further examine this \"Skillstreaming\" program for primary elementary students.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1382"],"dc:subject":["Learning disabled children; Social skills in children--Study and teaching","Special Education and Teaching"],"dc:title":["The effect of social skills training for elementary students with learning disabilities"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:25Z"}