The effects of social problem-solving training in an inclusive kindergarten classroom

<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>

Name thesis:degree_name

M.A. in Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2002

Author dc:creator

• Fontana, Kimberly R.

Contributors dc:contributor

• Xin, Joy

• Inclusive education; Kindergarten; Social skills--Study and teaching
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1434

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2434