{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4466"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4466","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications","abstract":"Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.","abstract_html":"Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.","abstract_has_math":false,"creators":["Chen, Kaili"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bullock, Lyndal M.","Evenson, Thomas L.","Kinnison, Lloyd","Combes, Bertina H."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05","date_published":"2004-05","updated_at":"2026-07-24T05:35:09Z","subjects":["Adjustment disorders in children -- Treatment.","Behavior disorders in children -- Treatment.","Social skills in children -- Study and teaching.","behavioral disorders","social skills","telecommunications","emotional disorders","multiage grouping"],"languages":["English"],"rights":["Use restricted to UNT Community","Copyright","Chen, Kaili","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 55958929","https://digital.library.unt.edu/ark:/67531/metadc4466/","ark: ark:/67531/metadc4466"],"render_values":[{"text":"oclc: 55958929","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4466/","href":"https://digital.library.unt.edu/ark:/67531/metadc4466/","code":true},{"text":"ark: ark:/67531/metadc4466","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4466","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bullock, Lyndal M.","Evenson, Thomas L.","Kinnison, Lloyd","Combes, Bertina H."]},{"key":"dc:creator","label":"Author","values":["Chen, Kaili"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004-05"]},{"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":["Adjustment disorders in children -- Treatment.","Behavior disorders in children -- Treatment.","Social skills in children -- Study and teaching.","behavioral disorders","social skills","telecommunications","emotional disorders","multiage grouping"]}]},{"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","Chen, Kaili","Copyright is held by the author, unless otherwise noted. 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In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications"]}]}],"canonical_facts":{"dc:contributor":["Bullock, Lyndal M.","Evenson, Thomas L.","Kinnison, Lloyd","Combes, Bertina H."],"dc:creator":["Chen, Kaili"],"dc:date":["2004-05"],"dc:description":["Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn."],"dc:format":["Text"],"dc:identifier":["oclc: 55958929","doi: 10.12794/metadc4466","https://digital.library.unt.edu/ark:/67531/metadc4466/","ark: ark:/67531/metadc4466"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Use restricted to UNT Community","Copyright","Chen, Kaili","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Adjustment disorders in children -- Treatment.","Behavior disorders in children -- Treatment.","Social skills in children -- Study and teaching.","behavioral disorders","social skills","telecommunications","emotional disorders","multiage grouping"],"dc:title":["Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}