Browsing by Subject "Social Skills Instruction"
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Item The Effect of Daily Social Skills Instruction on Students with Emotional Behavioral Disabilities(2019-07-01) Edwards, Tiffany; Masters of EducationThis study explores the effects of a daily social skills intervention, Incredible Flexible You (Volume One), on students with Emotional Behavioral Disabilities (EBD). This study followed a pre-experimental design, beginning with a 20-day baseline period in which the researcher collected and recorded student daily point sheet data. Data continued to be collected during a 20-day intervention period by using daily point sheets. Scores were prorated to adjust for absences. The mean number of points earned during the prorated intervention period (Mean = 1247.13, SD = 30.41) was significantly higher than the mean number of points earned during the prorated baseline period (Mean = 1200.25, SD = 42.16) [t (7) = 5.30, p = .001]. Hence, the null hypothesis, that there would be no significant difference in point sheet scores during the implementation of the Incredible Flexible You (Volume 1) daily social skills curriculum as compared to the baseline period among students with emotional behavioral disabilities within a primary level self-contained classroom, was rejected. Further research on the effect of the daily social skills instruction intervention, Incredible Flexible You (Volume 1), for students with EBD in more and diverse categories may be warranted.Item Improving Implementation of Self-Regulation and Coping Strategies Among Children Who Have Experienced Trauma(2019-07-10) Husfelt, Bethany; Masters of EducationThe purpose of this study was to investigate the relationship between students who have experienced trauma and their ability to implement coping and self-regulation strategies directly taught in social skills instruction. The measurement tool was a rating scale developed by the researcher. The scale was administered pre, post, and 30 days after post. Students self-rated in four areas: goal setting, attention control, emotional monitoring and implementing strategies. Parents rated the students on the four social skills using the same instrument. Teachers rated the students with the same instrument on the four social skills. The design was a one-group pre-post- 30 days after post. Sixteen students participated in the study. There were statistically significant mean gains from pre to post and from pre to 30 days after post in all four social skills. Ratings declined from post to 30 days afterwards by smaller amounts than the gains from the premeasures. Providing direct instruction to students in social skills resulted in significant gains in social skills according to self-ratings and concomitant ratings of students by parents and teachers.