The purpose of this study was for students with disabilities in an inclusive setting to improve socially from social problem solving training. An eight-week social problem-solving training program (SPS) was administered to twenty-three children. Three participants took part in this study. One child was classified as being emotionally disturbed and two other children were classified with attention deficit hyperactivity disorder (ADHD). The behaviors observed were: positive social interaction, the ability to make friends, and attending behavior during big group, small group, and playtime. The teacher and teacher assistant observed the three participants using a baseline analysis. Results did exhibit a slight increase in positive behavior in all three areas observed resulting from the social problem solving training program. However, future studies should be conducted over a longer period of time involving more participants to see the program's true effectiveness.
","abstract_html":"<p>The purpose of this study was for students with disabilities in an inclusive setting to improve socially from social problem solving training. An eight-week social problem-solving training program (SPS) was administered to twenty-three children. Three participants took part in this study. One child was classified as being emotionally disturbed and two other children were classified with attention deficit hyperactivity disorder (ADHD). The behaviors observed were: positive social interaction, the ability to make friends, and attending behavior during big group, small group, and playtime. The teacher and teacher assistant observed the three participants using a baseline analysis. Results did exhibit a slight increase in positive behavior in all three areas observed resulting from the social problem solving training program. However, future studies should be conducted over a longer period of time involving more participants to see the program's true effectiveness.</p>","abstract_has_math":false,"creators":["Fontana, Kimberly R."],"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":2002,"date_issued":"2002-05-14T07:00:00Z","date_published":"2002-05-14T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Inclusive education; Kindergarten; Social skills--Study and teaching","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1434","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":["Fontana, Kimberly R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-12T07:00:00Z"]},{"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":["Inclusive education; Kindergarten; Social skills--Study and teaching","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1434"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was for students with disabilities in an inclusive setting to improve socially from social problem solving training. An eight-week social problem-solving training program (SPS) was administered to twenty-three children. Three participants took part in this study. One child was classified as being emotionally disturbed and two other children were classified with attention deficit hyperactivity disorder (ADHD). The behaviors observed were: positive social interaction, the ability to make friends, and attending behavior during big group, small group, and playtime. The teacher and teacher assistant observed the three participants using a baseline analysis. Results did exhibit a slight increase in positive behavior in all three areas observed resulting from the social problem solving training program. However, future studies should be conducted over a longer period of time involving more participants to see the program's true effectiveness.
"]},{"key":"dc:title","label":"Title","values":["The effects of social problem-solving training in an inclusive kindergarten classroom"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Fontana, Kimberly R."],"dc:date.available":["2016-05-12T07:00:00Z"],"dc:description.abstract":["The purpose of this study was for students with disabilities in an inclusive setting to improve socially from social problem solving training. An eight-week social problem-solving training program (SPS) was administered to twenty-three children. Three participants took part in this study. One child was classified as being emotionally disturbed and two other children were classified with attention deficit hyperactivity disorder (ADHD). The behaviors observed were: positive social interaction, the ability to make friends, and attending behavior during big group, small group, and playtime. The teacher and teacher assistant observed the three participants using a baseline analysis. Results did exhibit a slight increase in positive behavior in all three areas observed resulting from the social problem solving training program. However, future studies should be conducted over a longer period of time involving more participants to see the program's true effectiveness.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1434"],"dc:subject":["Inclusive education; Kindergarten; Social skills--Study and teaching","Special Education and Teaching"],"dc:title":["The effects of social problem-solving training in an inclusive kindergarten classroom"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:32Z"}