Effective Practices for Teaching Social Skills

2020 ◽  
Author(s):  
Timothy J. Lewis ◽  
Courtney Jorgenson ◽  
Jessica Simpson ◽  
Trisha Guffey
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Skill ◽  
Prosocial Skills ◽  
Environmental Support ◽  
Social And Emotional ◽  
School Settings ◽  
Social Skill Instruction ◽  
Student Problem Behavior ◽  
Definition Of

Student problem behavior continues to significantly impact student academic, social, and emotional functional in school and post-school. Positive behavior support (PBS) focuses on identifying and teaching prosocial behavior and providing environmental supports to increase the likelihood that students will fluently use prosocial skills across school environments. Directly teaching prosocial social skills, discrete behaviors that lead to important social outcomes for the student, has been an advocated strategy for decades. Effective social skill instruction follows a direct instruction format and are taught through a “tell-show-practice” format whereby the teacher provides a definition of the skill and under what conditions it should be used (tell), then provides examples and non-examples of the social skill (show), followed by students using the skill in role-play situations based on natural school contexts (practice). Key to success, of course, is providing multiple opportunities to practice across all school settings with multiple adults to build fluency and generalized responding. Social skill instruction is one component of increasing student “social competency.” Social competence is defined as using the appropriate social skill, as defined by the students’ peers, adults, and larger community standards, to get their needs met. Social skill instruction should focus on improving overall student social competence, and not simple discrete skill mastery. Recent work expanding PBS across all school settings (i.e., school-wide) through a continuum of tiered instruction and environmental support strategies has demonstrated improved social competence among all students, including those at risk and with disabilities.

Developing Social Competence in the Preschool Years

1995 ◽  
Vol 20 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Bruce Allen Knight ◽  
Desma Hughes
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Parenting Style ◽  
Social Skill ◽  
Academic Failure ◽  
Skills Acquisition ◽  
Social Skill Development ◽  
Social And Emotional ◽  
Parental Characteristics

Children who lack social competence, necessary for initiating and maintaining satisfying relationships, are at risk of peer rejection, academic failure and later social and emotional problems. This paper surveys the literature and discusses the importance of social skills acquisition for all young children. Factors that can influence the formation of social competence such as parental characteristics, parenting style and discipline; siblings; and quality of preschool care or interventions that enhance social skill development, are discussed.

Impact of a varied understanding of school bullying

2018 ◽  
Vol 10 (1) ◽  
pp. 36-45
Author(s):  
Tara Chandler
Keyword(s):  
Negative Impact ◽  
School Bullying ◽  
Structured Interviews ◽  
Content Type ◽  
Social And Emotional ◽  
School Settings ◽  
Knowledge Deficit ◽  
Recommendations For Practice ◽  
Definition Of ◽  
Victims Of Bullying

Purpose Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty et al., 2016). The purpose of this paper is to investigate the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term. Design/methodology/approach Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semi-structured interviews and focus groups with adolescents (n=20) in high-school settings. Findings The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: increases exposure to bullying; impacts social perception of bullying; reduces trust in anti-bullying intervention; reduces coping self-efficacy amongst victims of bullying; and impacts negatively on friendships. Originality/value Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships. Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.

Social Skills and Birth Order

1989 ◽  
Vol 64 (1) ◽  
pp. 211-217
Author(s):  
Ronald E. Riggio ◽  
Yass Sotoodeh
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Birth Order ◽  
Undergraduate Students ◽  
Social Skill ◽  
Family Income ◽  
Self Report ◽  
Order Effects ◽  
The Social ◽  
Report Measure

This study examined differences in bask dimensions of social skill among birth orders. 205 undergraduate students completed a questionnaire that asked about family sibling structure and family income along with a standardized, self-report measure of social skills/social competence, the Social Skills Inventory. Analyses indicated no significant birth-order effects on any of the social skills dimensions, even when controlling for factors of age spacing, subjects' sex, family income, and family size.

How Important is the Assessment of Social Skills in Current Long-Stay In-patients?

1993 ◽  
Vol 162 (4) ◽  
pp. 498-502 ◽  
Author(s):  
I. G. Pryce ◽  
R. D. Griffiths ◽  
R. M. Gentry ◽  
I. C. T. Hughes ◽  
L. R. Montague ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Skill ◽  
Unmet Needs ◽  
Skills Assessment ◽  
Social Skills Assessment ◽  
Needs For Care ◽  
The Social ◽  
Care Assessment

Service response to problems in 20 clinical and social competence areas was assessed in 156 long-stay in-patients, using the Needs for Care Assessment (NFC). Although there were few unmet needs for treatment, over 200 instances of unmet needs for the assessment of social skills were found, and reasons for this are discussed, as is the importance of social-skills assessment in this group. In around a third of the sample most of the social-skill areas in the NFC were not applicable.

scholarly journals Social skills and behavior analysis:

2017 ◽  
Vol 1 (2) ◽  
pp. 4-15
Author(s):  
Zilda A. P. Del Prette ◽  
Almir Del Prette
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Behavior Analysis ◽  
Cultural Practices ◽  
Potential Contribution ◽  
Functional Perspective ◽  
Definition Of ◽  
And Behavior ◽  
Selection Of

This paper focuses on issues that have been relatively neglected or scarcely emphasized in available literature regarding the interface between the areas of Social Skills and Behavior Analysis: (a) the contribution of the functional perspective of behavior analysis in the definition of social skills and in social competence criteria; (b) the understanding of social skills and social competence as resulting from the ontogenetic, phylogenetic and cultural selection of social behavioral patterns; and (c) the implications and potential contribution of social skills programs in the planning of cultural practices committed to survival and to quality of life in the complex contemporary society. 

Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

2012 ◽  
Vol 13 (3) ◽  
pp. 70-78 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Anthony P. Salvatore
Keyword(s):  
Student Athletes ◽  
Section 504 ◽  
Return To Play ◽  
Behavioral Deficits ◽  
Prevention Education ◽  
Concussion Management ◽  
School Settings ◽  
Definition Of ◽  
Federal Guidelines ◽  
Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

Adiksi Internet pada Remaja

2019 ◽  
Vol 7 (1) ◽  
pp. 72-78
Author(s):  
Ismalia Prambayu ◽  
Mulia Sari Dewi
Keyword(s):  
Regression Analysis ◽  
Social Skills ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Parenting Style ◽  
Internet Addiction ◽  
Psychological Factors ◽  
Social Skill ◽  
Analysis Method ◽  
Loneliness Scale

AbstractInternet addiction has become a worrying phenomenon for Indonesian teenagers. This research was conducted to determine whether the psychological factors will influence internet addiction in adolescents. This research uses quantitative with multiple regression analysis method. The winning sample is 200 adolescents. The instrument collects data using a scale internet addiction scale that compiled by Griffiths (2005) and developed by Lemmens (2009), Parenting Authority Questionnaire (PAQ) developed by Buri (1991), Social Skill Inventory (SSI) developed by Riggio (1986), and A Rasch-Type Loneliness Scale compiled by De Jong Gierveld (2006).  The results showed that there were significant differences in the parenting style, social skills, and loneliness on the tendency of internet addiction in adolescents.AbstrakAdiksi Internet menjadi salah satu fenomena yang mengkhawatirkan untuk remaja Indonesia. Penelitian ini dilakukan untuk mengetahui faktor psikologis apakah yang memberikan pengaruh terhadap kecenderungan adiksi internet pada remaja. Sampel pada penelitian ini berjumlah 200 remaja dengan menggunakan metode analisis kuantitatif. Penelitian ini menggunakan alat ukur sebagai berikut, alat ukur adiksi internet yang dikembangkan oleh Lemmens (2009), Parenting Authority Questionnaire (PAQ) yang dikembangkan oleh Buri (1991), Social Skill Inventory (SSI) yang dikembangkan oleh Riggio (1986), dan A Rasch-Type Loneliness Scale yang disusun oleh De Jong Gierveld (2006). Berdasarkan hasil pengujian ditemukan pengaruh signifikan gaya pengasuhan, keterampilan sosial, dan kesepian terhadap kecenderungan adiksi internet pada remaja.

PENGARUH SOCIAL SKILL TRAINING (SST) TERHADAP KETERAMPILAN SOSIAL: KEBIASAAN POSITIF REMAJA TUNARUNGU KLASIFIKASI RINGAN DI SLB N I BANTUL YOGYAKARTA

1970 ◽  
Vol 4 (2) ◽  
Author(s):  
Yokhanan Muryadi ◽  
Laurentia Ajeng Isdiana ◽  
Vivi Retno Intening
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Social Skills Training ◽  
Skill Training ◽  
Skills Training ◽  
Social Skill Training ◽  
Quasi Experimental

Latar belakang: Hambatan fsik yang dimiliki anak tunarungu dapat berpengaruh pada perkembangan psikologis dan sosial. Mereka akan mengalami kesulitan saat berkomunikasi dengan orang lain, dan sulit untuk mengungkapkan perasaan yang dia rasakan. Hal ini kadang membentuk kepribadian anak dengan hambatan fsik ini lebih memilih untuk sendiri. Tujuan: Mengetahui pengaruh SST terhadap keterampilan sosialisasi remaja tunarungu di SLB N I Bantul. Metode: Penelitian ini menggunakan metode Quasi-Experimental dengan rancangan one group pre-test dan post-testdesign. Hasil: Rata-rata peningkatan keterampilan sosialisasi sebesar 2,00%. Hasil penelitian diketahui perbedaan yang bermakna skor keterampilan sosial pada remaja tunarungu sebelum dan setelah diberikan terapi SST. Kesimpulan: SST dapat digunakan sebagai media untuk membentuk karaktristik, dan pergaulan seseorang dalam bersosialisasi. Saran: Dapat menjadi masukan SLB N I Bantul, meningkatkkan terapi sosial bagi murid- muridnya. Kata kunci: Keterampilan sosialisasi - social skills training - remaja tunarungu

PENGARUH KECERDASAN EMOSIONAL TERHADAP TINGKAT PEMAHAMAN AKUNTANSI, KEPERCAYAAN DIRI SEBAGAI VARIABEL PEMODERASI: DITINJAU DARI PERSPEKTIF GENDER

2009 ◽  
Author(s):  
Poppy Nurmayanti
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Self Regulation ◽  
Point Of View ◽  
Self Awareness ◽  
Measuring Instrument ◽  
Simple Linear Regression ◽  
Moderator Variable ◽  
Self Confidence ◽  
Emotional Intellegence

This research aim to test do emotional intellegence consisting of five component that is recognition self awareness, self regulation, motivation, empathy, and social skills have an effect on to storey level understanding of accountancy point of view from gender perspective. This research also aim to know the existence of role self confidence as moderating variable to emotional intellegence influence to storey level understanding of accounting. Besides also this research aim to see the existence of difference emotional intellegence between student owning self confidence of strong with student which is self confidence of weak. Measuring instrument to measure storey level understanding of accountancy is average point of accountancy that is PA1, PA2, AKM1, AKM2, AKL1, AKL2, AU1, AU2, and TA. The data analysis used is simple linear regression, Moderating Regression Analysis (MRA), and independent sample t-test. The results show that recognition self awareness, self regulation, motivation, social skill and empathy do not have an effect on by significance and only empatht  has  role as quasi moderator variable. There is no difference between emotional intellegence woman and man. But, weak self confidence and strong self confidence differ for all of emotional intellegence (recognition self awareness, self regulation, motivation, empathy, and social skills). Many factors which influence storey level understanding of accountancy like mental stress factor, and so on. Result of this research can give contribution to university in order to compiling curricullum and give input to student in order to develop and manage their emotional intellegence and self confidence.

Sign in / Sign up

Export Citation Format

Share Document