Social Skills Instruction for Students at Risk for Antisocial Behavior: The Effects of Small-Group Instruction

2003 ◽  
Vol 28 (3) ◽  
pp. 229-248 ◽  
Author(s):  
Kathleen L. Lane ◽  
Joseph Wehby ◽  
Holly M. Menzies ◽  
Georgia L. Doukas ◽  
Sarah M. Munton ◽  
...  
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Antisocial Behavior ◽  
Small Group ◽  
Intervention Program ◽  
Intervention Group ◽  
Future Research ◽  
Group Setting ◽  
Students At Risk ◽  
Social Skills Instruction

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Students received instruction in social skills in a small-group setting over a 10-week period. A comprehensive list of acquisition deficits was generated for each student using an empirically validated assessment tool. These acquisition deficits became the core content of each intervention group. Results revealed lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground. Students also experienced increases in percentage of academic engaged time. Findings from a social validity measure indicated that students viewed the intervention procedures as acceptable and reportedly used the newly acquired skills in multiple settings. Limitations are discussed, and directions for future research are provided.

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

2002 ◽  
Vol 27 (4) ◽  
pp. 371-385 ◽  
Author(s):  
Ya-Yu Lo ◽  
Scott A. Loe ◽  
Gwendolyn Cartledge
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Small Group ◽  
Behavioral Disorders ◽  
Social Behaviors ◽  
Antisocial Behaviors ◽  
Students At Risk ◽  
Social Skills Instruction ◽  
The Social ◽  
Emotional Or Behavioral Disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

2018 ◽  
Vol 37 (5) ◽  
pp. 539-552 ◽  
Author(s):  
Milena A. Keller-Margulis ◽  
Sarah Ochs ◽  
Erin K. Reid ◽  
Erin L. Faith ◽  
G. Thomas Schanding
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Diagnostic Accuracy ◽  
English Language ◽  
Kindergarten Students ◽  
Written Expression ◽  
Future Research ◽  
Early Writing ◽  
Students At Risk ◽  
Screening Measures

Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the validity and diagnostic accuracy of early writing screeners. Two early writing screening measures, Picture Word and Word Dictation, were administered to a diverse sample of 95 kindergarten students, almost half of whom were classified as English language learners and almost 70% identified ethnically as Hispanic. It was hypothesized that the early writing screening measures would demonstrate moderate to strong relationships with a standardized norm-referenced measure of written expression and adequate diagnostic accuracy for identifying kindergarten students at risk. Findings indicate that concurrent validity coefficients for both Picture Word and Word Dictation tasks ranged from .32 to .70 with the Written Expression cluster of the Woodcock–Johnson Tests of Achievement–IV and .26 to .61 with the Writing Samples and Sentence Writing Fluency subtests. Diagnostic accuracy results suggest these measures are a promising option for screening early writing skills. Implications for practice and directions for future research are discussed.

scholarly journals Strategies for Developing and Delivering a Parental Physical Activity Intervention: Answers to the What and How

2014 ◽  
Vol 11 (1) ◽  
pp. 152-164 ◽  
Author(s):  
Kyra Hamilton ◽  
Katherine M. White
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Target Population ◽  
Future Research ◽  
Group Discussions ◽  
Individualized Approach ◽  
Information Problem Solving ◽  
Parental Physical Activity

Background:Parents are at risk for physical inactivity; however, few studies have designed physical activity (PA) interventions specifically applied to individuals with young children. To ensure the effectiveness of interventions, it may be useful to first elicit the needs from the target population and incorporate salient strategies identified to the design and delivery of a resultant intervention. We aimed to explore strategies for what to include in and how to best deliver a program designed to increase parental PA.Methods:Twelve parents (6 mothers, 6 fathers) of children younger than 5 years participated in focus group discussions exploring strategies for an intervention program designed to increase parental PA.Results:A range of themes such as Focus on the Children and Flexible Life/Family Plans imbedded in strategies such as persuasion and information, problem-solving, skill building, and environmental approaches were identified. In addition, a range of strategies for how to best deliver a parental PA intervention evidenced in emerging themes such as Diverse and Brief and Individualized Approach was discussed.Conclusions:Future research should continue to adopt a ground up, community-based approach to the development and implementation of interventions for this at-risk group to ensure sustained involvement in regular PA.

At-Risk Students in a Rural Context: Benefits and Gains From a Coping Skills Program

2008 ◽  
Vol 18 (2) ◽  
pp. 160-181 ◽  
Author(s):  
Chelsea Eacott ◽  
Erica Frydenberg
Keyword(s):  
At Risk ◽  
Intervention Program ◽  
Coping Skills ◽  
Qualitative Interviews ◽  
Students At Risk ◽  
Psychological Distress Scale ◽  
Rural Context ◽  
Best Of Coping ◽  
Distress Scale ◽  
Risk For Depression

AbstractThere are increasing demands in schools to provide social–emotional learning opportunities for students. This article reports on the utility of a universal coping skills program for young people at risk for depression in a rural context. The study deals specifically with the utility of the Best of Coping (BOC) program implemented to all students in Year 9 with a view to examining the benefits for students at-risk for depression. Two cohorts of Year 9 students (N= 159) participated in the program across 2006–07. Program effects were evaluated using the Adolescent Coping Scale and the Kessler Psychological Distress Scale and qualitative interviews. Successful intervention with the BOC was found to help students at-risk decrease dependence on Non-Productive coping strategies and reduce risk for negative mental health outcomes. Findings demonstrated that those in greatest need were able to benefit from a universal intervention program.

scholarly journals Feasibility of a Pilot Randomized Controlled Trial Examining a Multidimensional Intervention in Women with Gynecological Cancer at Risk of Lymphedema

2021 ◽  
Vol 28 (1) ◽  
pp. 455-470
Author(s):  
Shirin M. Shallwani ◽  
Anna Towers ◽  
Anne Newman ◽  
Shannon Salvador ◽  
Angela Yung ◽  
...  
Keyword(s):  
At Risk ◽  
Risk Reduction ◽  
Controlled Trial ◽  
Gynecological Cancer ◽  
Intervention Group ◽  
Future Research ◽  
Control Group ◽  
Randomized Controlled ◽  
Reduction Strategies ◽  
Risk Reduction Strategies

There is limited knowledge on non-invasive lymphedema risk-reduction strategies for women with gynecological cancer. Understanding factors influencing the feasibility of randomized controlled trials (RCTs) can guide future research. Our objectives are to report on the design and feasibility of a pilot RCT examining a tailored multidimensional intervention in women treated for gynecological cancer at risk of lymphedema and to explore the preliminary effectiveness of the intervention on lymphedema incidence at 12 months. In this pilot single-blinded, parallel-group, multi-centre RCT, women with newly diagnosed gynecological cancer were randomized to receive post-operative compression stockings and individualized exercise education (intervention group: IG) or education on lymphedema risk-reduction alone (control group: CG). Rates of recruitment, retention and assessment completion were recorded. Intervention safety and feasibility were tracked by monitoring adverse events and adherence. Clinical outcomes were evaluated over 12 months: presence of lymphedema, circumferential and volume measures, body composition and quality of life. Fifty-one women were recruited and 36 received the assigned intervention. Rates of recruitment and 12-month retention were 47% and 78%, respectively. Two participants experienced post-operative cellulitis, prior to intervention delivery. At three and six months post-operatively, 67% and 63% of the IG used compression ≥42 h/week, while 56% engaged in ≥150 weekly minutes of moderate-vigorous exercise. The cumulative incidence of lymphedema at 12 months was 31% in the CG and 31.9% in the IG (p = 0.88). In affected participants, lymphedema developed after a median time of 3.2 months (range, 2.7–5.9) in the CG vs. 8.8 months (range, 2.9–11.8) in the IG. Conducting research trials exploring lymphedema risk-reduction strategies in gynecological cancer is feasible but challenging. A tailored intervention of compression and exercise is safe and feasible in this population and may delay the onset of lymphedema. Further research is warranted to establish the role of these strategies in reducing the risk of lymphedema for the gynecological cancer population.

An Examination of Social Skills Instruction in the Context of Small-Group Reading

2010 ◽  
Vol 32 (5) ◽  
pp. 371-381 ◽  
Author(s):  
Melissa A. Miller ◽  
Nicole Fenty ◽  
Terrance M. Scott ◽  
Kristy Lee Park
Keyword(s):  
Social Skills ◽  
Small Group ◽  
Social Skills Instruction ◽  
Group Reading ◽  
Small Group Reading

Developmental Origins of Antisocial Behavior

2018 ◽  
Author(s):  
Richard E. Tremblay
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Young Children ◽  
Antisocial Behavior ◽  
Longitudinal Studies ◽  
Research Area ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Social Perspectives ◽  
Complex Interactions

Most studies conducted on the development of antisocial behavior focused on school children and attempted to understand how children learn to steal and aggress others. Results from longitudinal studies that were initiated in early childhood show that children do not learn to bully, physically aggress, and rob from their environment. These longitudinal studies show that antisocial behaviors are most frequent during early childhood and that children learn from their environment not to bully, not to aggress, and not to rob. In other words, young children are socialized by their environment. Those who do not learn well enough to control these natural tendencies are rejected very early in their development by their environment, unless they are living in an antisocial environment. The further advance of this research area will require that the next generation of researchers integrate theories and methods from the biological, psychological, and social sciences because the development of antisocial behavior involves complex interactions between biological, psychological and sociological causal factors. The lack of an integrated bio-psycho-social perspectives has been a major weakness of research in criminology up to now. Future research needs to concentrate on two central questions: (a) Why a minority of young children fail to learn to inhibit antisocial behaviors, and (b) how we can help these children learn alternatives to antisocial behavior. Valid and effective answers to these questions will come from randomized control trials which target at risk families with intensive and long term preventive interventions during early childhood, preferably at the start of a girl’s first pregnancy, with follow ups until the at risk children have become adults and are having their own children.

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