{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc2561"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc2561","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students","abstract":"The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.","abstract_html":"The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.","abstract_has_math":false,"creators":["Monahan, Michael"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bullock, Lyndal M.","Schumacker, Randall E.","Hildreth, Bertina","Fritsch, Ronald E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2000,"date_issued":"2000-08","date_published":"2000-08","updated_at":"2026-07-24T05:34:52Z","subjects":["Social skills.","Students with disabilities.","Vocational school students.","Special education.","special education","vocational students","ITP","empathy subscale","student self-reported social skills"],"languages":["English"],"rights":["Use restricted to UNT Community","Copyright","Monahan, Michael","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 47656548","untcat: b2305203","https://digital.library.unt.edu/ark:/67531/metadc2561/","ark: ark:/67531/metadc2561"],"render_values":[{"text":"oclc: 47656548","href":null,"code":true},{"text":"untcat: b2305203","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc2561/","href":"https://digital.library.unt.edu/ark:/67531/metadc2561/","code":true},{"text":"ark: ark:/67531/metadc2561","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc2561","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bullock, Lyndal M.","Schumacker, Randall E.","Hildreth, Bertina","Fritsch, Ronald E."]},{"key":"dc:creator","label":"Author","values":["Monahan, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2000-08"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social skills.","Students with disabilities.","Vocational school students.","Special education.","special education","vocational students","ITP","empathy subscale","student self-reported social skills"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Use restricted to UNT Community","Copyright","Monahan, Michael","Copyright is held by the author, unless otherwise noted. 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This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students"]}]}],"canonical_facts":{"dc:contributor":["Bullock, Lyndal M.","Schumacker, Randall E.","Hildreth, Bertina","Fritsch, Ronald E."],"dc:creator":["Monahan, Michael"],"dc:date":["2000-08"],"dc:description":["The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found."],"dc:format":["Text"],"dc:identifier":["oclc: 47656548","untcat: b2305203","doi: 10.12794/metadc2561","https://digital.library.unt.edu/ark:/67531/metadc2561/","ark: ark:/67531/metadc2561"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Use restricted to UNT Community","Copyright","Monahan, Michael","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Social skills.","Students with disabilities.","Vocational school students.","Special education.","special education","vocational students","ITP","empathy subscale","student self-reported social skills"],"dc:title":["Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}