Peer Social Initiations: Effective Intervention for Social Skills Development of Exceptional Children

1986 ◽  
Vol 52 (6) ◽  
pp. 543-551 ◽  
Author(s):  
Phillip S. Strain ◽  
Samuel L. Odom
Keyword(s):  
Social Skills ◽  
Peer Interactions ◽  
Skills Development ◽  
Naturalistic Study ◽  
Exceptional Students ◽  
Exceptional Children ◽  
Social Initiations ◽  
The Social ◽  
Negative Side Effects ◽  
Social Responding

Deficits in the area of social skills represent one of the more pervasive disabilities exhibited by exceptional children. The social initiation intervention, in which nonhandicapped children are taught to direct social overtures to exceptional students, is one tactic that has been found repeatedly to result in positive social behavior change. This intervention technique derives primarily from the naturalistic study of peer interactions that show the predictable influence of social initiations on the behavior of interacting partners. Extensive evaluations of this technique have revealed no negative side effects on peer trainers and increases in the social responding, social initiations, and length of exchanges for target childen.

scholarly journals Developing Social Skills of Summer Campers with Autism Spectrum Disorder: A Case Study of Camps on TRACKS Implementation in an Inclusive Day-Camp Setting

2015 ◽  
Vol 25 (2) ◽  
Author(s):  
Kimberly Maich ◽  
Carmen L Hall ◽  
Tricia Marie Van Rhijn ◽  
Laurie Quinlan
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Inclusion ◽  
Peer Interactions ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Skills Development ◽  
The Social ◽  
Inclusive Settings

This research provides preliminary results of an exploratory case study conducted of the Camps on TRACKS program in an inclusive, municipal day-camp program in southwestern Ontario, Canada. Positive changes are demonstrated in the social skills of nine day campers with an autism spectrum disorder (ASD) who participated in the program. In this model of social inclusion, all campers were taught skills to interact with peers with exceptionalities through a peer-mediated model. Social skills change was measured using direct observation and counsellor questionnaires. Primary findings included an overall increase in social skills in campers with an ASD, and an inverse relationship between adult and peer interactions. Camps on TRACKS is a promising model for supporting the social skills development of campers with an ASD in inclusive settings.

Designing Games to Teach Correctional Skills

1970 ◽  
Vol 16 (4) ◽  
pp. 434-439
Author(s):  
Vergil L. Williams
Keyword(s):  
Game Theory ◽  
Social Skills ◽  
Peer Interactions ◽  
Teaching Device ◽  
Lecture Method ◽  
The Social ◽  
Thinking Process ◽  
Riot Control

This paper discusses the methodology and objectives of game theory as a teaching device in training correctional workers. Prison riot-control is an example of a relevant subject which could be effectively taught by using the general principles of game theory. The step-by-step thinking process involved in de signing such a game and the difficulties and advantages of the game technique are illustrated. Teaching with game theory has several advantages over the usual lecture method. Factual mate rial is "discovered" by the student instead of being learned by rote. Simultaneously, the player gains skill in the application of theory and fact, receives motivation through the competitive spirit of the game, and practices the social skills of arbitra tion and negotiation through peer interactions during the play of the game.

Increasing and Maintaining Withdrawn Preschoolers' Peer Interactions: Effects of Double Prompting and Booster Session Procedures

1993 ◽  
Vol 19 (1) ◽  
pp. 54-66 ◽  
Author(s):  
David P. Lindeman ◽  
James J. Fox ◽  
Paul S. Redelheim
Keyword(s):  
Positive Response ◽  
Peer Interactions ◽  
Classroom Teacher ◽  
Multiple Baseline ◽  
Booster Session ◽  
Baseline Design ◽  
Social Initiations ◽  
The Social ◽  
Booster Sessions

The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated. A multiple baseline design across subjects was employed to evaluate these procedures. Double-prompting and contingent social praise involved having the classroom teacher prompt and praise the initiations and responses of the subjects and their peers to one another. The behaviors that were prompted — play organizers, shares, and assists — had previously been shown to be effective in setting the occasion for a positive response from peers. When maintenance of increased target initiations was not forthcoming, booster sessions were used to maintain subject initiations during follow-up. The results indicated that (a) the intervention procedures increased the subjects' play organizer, share, and assist initiations, (b) subjects' and peers' responses to one another's initiations did not have to be prompted, (c) there were collateral increases in nontargeted social initiations of the subjects, (d) there were smaller increases in the initiations of peers, (e) booster sessions functioned to increase initiations temporarily and (f) subjects' extended interactions with peers increased during intervention and remained high regardless of whether or not booster sessions were applied during follow-up.

scholarly journals Refugees children and youth social skills education in football activities

2021 ◽  
Vol 12 (6) ◽  
pp. s584-s609
Author(s):  
Alma Paskevice ◽  
Jurate Pozeriene ◽  
Olena Dyka ◽  
Inna Asauliuk ◽  
Dana Olefir
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Forced Migration ◽  
Children And Youth ◽  
Refugee Children ◽  
Skills Development ◽  
The Social ◽  
The Stability ◽  
Development Objectives ◽  
Skills Education

The number of sports programs in the world to promote various integration processes is growing rapidly. Physical activity and sport, and football in particular, are an excellent strategy for dealing with the various resettlement challenges of refugee children and youth (Stura, 2019; Anderson et al., 2019; Robinson et al., 2019; Svensson & Woods, 2017; UN Refugee Agency, 2019). Scientific problem question: how are the social skills of refugee children and youth developed in a group of football activities? Aim: to analyze the concept of social skills development in a group of football activities for refugee children and youth and to identify problems of social skills development. Objectives of the research: To highlight the peculiarities of physical activity of refugee children. To reveal the role of social skills in the development of social skills of refugee children through physical activity in the integration process. To analyze the results of the practical evaluation of the football program “Football3” developed by the international network “STREET FOOTBALL WORD”. The result: Football has always been closely linked to the phenomenon of forced migration worldwide. Football or physical activity has the incredible power to help shape the future and give hope to refugee children and youth living in other countries. The study revealed that the development of a football program and the productivity of practical efficiency were determined by the service provider's experience in volunteering abroad as a football coach using the Football3 method. According to informants, the stability of the structure of the football program emerged after the third season.

scholarly journals Identification of the Parent Activity in helping the development of social skills – Emotional children ages 5-6 Years in Kindergarten Independent Islamic, Percut Sei Tuan, Medan Deli Serdang Regency. TA. 2018-2019

2020 ◽  
Vol 3 (2) ◽  
pp. 1094-1098
Author(s):  
Nur Dwi Febrianti ◽  
Anita Yus ◽  
Yusnadi Yusnadi
Keyword(s):  
Social Skills ◽  
Skills Development ◽  
Social Emotional ◽  
Emotional Skills ◽  
Good Communication ◽  
The Social ◽  
The Family ◽  
Data Source ◽  
The Right ◽  
And Behavior

This event will be based on research to find out the parent activity in helping develop social-emotional ketermpilan ages of 5-6 years in the accompanying children,  establish good communication with the child, give a chance in children, keep an eye on children in order to remain controlled, encouragement or motivation of the child, redirect the child to have and develop the basics of self discipline. This research aims to know the social-emotional skills development of children ages 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta.  2018 – 2019 and to know activities performed parents in cleaner development of social skills-emotional children aged 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta. 2018-2019. The methods used are qualitative research methods. The data source that is taken is the father who served as head of the household and the mother who served as housewives in a kindergarten independent Islamic as much as 5 (five) head of the family that serves as the source of the informant. The results showed that there is a difference between the children who accompanied the same parents with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic in associating with other people by way of doing activities together with teachers and classmates, follow instructions with how to accomplish the task as instructed, to identify and manage those emotions and behavior in a manner express themselves in accordance with the emotional conditions indicated, thinking of the right solution to conflict with how to determine the right way if you're having difficulty, hang on to the task by means of the task given to the penyele saian, and engage in social conversations and cooperative play by taking the initiative to invite friends to talk.

Confusion and Failure in Facilitating Generalized Social Responding in the School Setting: Sometimes 2 + 2 = 5

1998 ◽  
Vol 23 (4) ◽  
pp. 264-275 ◽  
Author(s):  
Terrance M. Scott ◽  
C. Michael Nelson
Keyword(s):  
Social Skills ◽  
Best Practices ◽  
Social Environment ◽  
Problem Behaviors ◽  
School Setting ◽  
Academic Skill ◽  
Social Skills Instruction ◽  
Academic Instruction ◽  
The Social ◽  
Social Responding

Although social skills instruction is widely cited as an effective intervention for a variety of problem behaviors, research does not support the generalization of its effects across settings. Practices that have been sufficient to achieve generalization in academic instruction have been insufficient in achieving similar outcomes for social instruction. Historical confusion and failure in facilitating generalized behaviors can be attributed to the complexity of the social environment. Due to the complexity of this problem, those who provide social skills instruction must adapt best practices for instruction and generalization. This article (a) analyzes generalization failures; (b) outlines some critical differences between instruction in social and academic skill areas; and (c) suggests the depth of analysis, instruction, and facilitation that will be required to achieve generalization of social skills.

scholarly journals Social Skills Development and Enhancing Inclusion of Men Experiencing Social Disjuncture in the Group of Social Changes

Pedagogika ◽  
2021 ◽  
Vol 140 (4) ◽  
pp. 94-115
Author(s):  
Oksana Mačėnaitė ◽  
Jūratė Požėrienė
Keyword(s):  
Social Skills ◽  
Social Inclusion ◽  
Self Esteem ◽  
Skills Development ◽  
Social Changes ◽  
Self Confidence ◽  
Or Groups ◽  
The Social ◽  
Long Time ◽  
Social Insecurity

Social disjuncture is a complex result of certain unfavorable life circumstances, a person’s social insecurity, and psychological discomfort, lack of self-confidence, social skills, respect, dignity, and self-esteem. Individuals or groups experience social disjuncture due to poverty, discrimination, loss of employment, relationships with relatives, imprisonment, illness, and addictions. One of the groups experiencing social disjuncture is men, and the stereotypes of society towards men further increase the risk of exclusion of this social group. Due to men’s social disjuncture, their social and professional life becomes very limited; their repulsive experience limits decisionmaking, and disrupts the expression of socially acceptable behavior. Men in social disjuncture suffer from social rejection, inferiority; self-doubt, diminished self-esteem, their social skills, and social expression are often unacceptable in society. They often refuse to make positive decisions that can improve their quality of life, do not recognize their uniqueness, otherness, and avoid socially significant changes, bold decisions. Men who have been separated for a long time exhibit aggressive behavior and become even more isolated as a result. The social disjuncture of men can be successfully reduced in the group of social changes aimed at men’s self and knowledge of the environment, development of social skills, development of suitable alternatives for socially unacceptable behavior, increasing social inclusion in society.

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