Peer-Supported Inclusive Social Skills Instruction for Elementary Students with Emotional and Behavioral Disorders
| Autor: | Candace J. Lane, Maegan Hanks, Rebecca I. Hartzell, Carl J. Liaupsin, John Umbreit |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
050103 clinical psychology
education 05 social sciences Applied psychology 050301 education Peer support medicine.disease Social engagement Education Variety (cybernetics) Social skills Intervention (counseling) Generalization (learning) Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Psychology 0503 education Inclusion (education) Emotional and behavioral disorders |
| Zdroj: | Education and Treatment of Children. 43:237-250 |
| ISSN: | 1934-8924 0748-8491 |
| DOI: | 10.1007/s43494-020-00023-1 |
| Popis: | This study examined the effectiveness of an intervention package consisting of individualized lessons, adult-directed prompting, and peer support, in the acquisition and generalization of social skills by three elementary participants with emotional and behavioral disorders in an inclusive natural school environment. Prior to intervention, each participant exhibited deficits in social engagement compared to same-age peers. The study was conducted in two phases. In phase 1, assessment data were collected from a variety of sources to determine the social skills deficits and training targets for each student. During phase 2, the intervention package was implemented. Based on visual and statistical analysis of data, results demonstrated increased social engagement in the lunchroom (Tau-U = 1.00) and generalization of acquired social skills to an untrained inclusive environment (Tau-U = 0.80 and 0.94) for all participants. Implications, limitations, and directions for future research are presented. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink