Further Examination of Two Measures of Community-Based Social Skills for Adolescents and Young Adults with Emotional and Behavioral Disorders

1997 ◽  
Vol 23 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Michael Bullis ◽  
Cheryl Davis
Keyword(s):  
Young Adults ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Social Skill ◽  
Emotional And Behavioral Disorders ◽  
Adolescents And Young Adults ◽  
Future Research ◽  
Community Based ◽  
Male And Female ◽  
Two Measures

Two measures of community-based social behavior for adolescents and young adults with emotional and behavioral disorders (E/BD), the male and female forms of the Test of Community-Based Social Skill Knowledge (TCSK) and the Scale of Community-Based Social Skill Performance (CBSP), were examined. In previous research, conceptually derived subsections of the two measures yielded high intercorrelations, suggesting the need to conduct further analyses to refine and shorten both instruments to make them more applicable for use in school and service programs. The male and female forms of the TCSK were each treated as one factor. Item-total correlations were computed, identifying 17 items in the female form and 15 items in the male form to be deleted. Factor analysis of the CBSP yielded a logical and psychometrically adequate factor structure, with a total of 78 items across four factors. The shortened TCSK forms and the four CBSP factors (a) yielded acceptable reliabilities, (b) discriminated among subgroups of participants, and (c) exhibited convergent and divergent correlations in hypothesized directions. These results are discussed in terms of their implications for social skills instruction and future research on the measures.

Further Examination of Job-Related Social Skills Measures for Adolescents and Young Adults with Emotional and Behavioral Disorders

1996 ◽  
Vol 21 (2) ◽  
pp. 160-171 ◽  
Author(s):  
Michael Bullis ◽  
Cheryl Davis
Keyword(s):  
Young Adults ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Social Skill ◽  
Emotional And Behavioral Disorders ◽  
Adolescents And Young Adults ◽  
Future Research ◽  
Skill Performance ◽  
Two Measures ◽  
And Training

This study utilized two measures of job-related social behavior for adolescents and young adults—the Scale of Job-related Social Skill Knowledge (SSSK) and the Scale of Job-related Social Skill Performance (SSSP)—that had been developed in an earlier study. In the previous research, conceptually derived subsections of the two measures yielded high intercorrelations, suggesting the need to conduct further analyses to refine and possibly shorten both instruments. Both measures underwent item reduction analyses. After deleting 16 items a shortened SSSK contained 40 items. Factor analysis of the SSSP yielded six factors with a total of 94 items. Reliability analyses of the shortened SSSK and the six SSSP factors yielded acceptable results, and both measures powerfully discriminated among logically distinct subgroups. Logistic regression analyses identified those variables that discriminated most powerfully between persons with emotional and behavioral disorders and/or persons who had been arrested and persons without these characteristics. Results had implications for job-related social skills assessment and training and future research on the measures.

Description and Evaluation of the Job Designs Project for Adolescents and Young Adults with Emotional or Behavioral Disorders

1994 ◽  
Vol 19 (4) ◽  
pp. 254-268 ◽  
Author(s):  
Michael Bullis ◽  
H. D. Bud Fredericks ◽  
Constance Lehman ◽  
Kathleen Paris. Janet Corbitt ◽  
Brian Johnson
Keyword(s):  
Young Adults ◽  
Behavioral Disorders ◽  
Adolescents And Young Adults ◽  
Future Research ◽  
Vocational Programs ◽  
Program Success ◽  
Vocational Services ◽  
History Of ◽  
Training And Support ◽  
Emotional Or Behavioral Disorders

This article describes the Job Designs Project, a 3-year model demonstration effort that provided vocational services to adolescents and young adults with emotional or behavioral disorders. Vocational trainers offered job placement, training, and support to the participants. Of the 58 participants, 46 (79%) secured competitive work and 17 of the 46 were placed in multiple job placements, resulting in a total of 78 competitive jobs. Of the 78 jobs, 51 (65%) ended successfully (e.g., the worker quit the job appropriately) and 27 (35%) ended unsuccessfully (e.g., termination or the worker quit inappropriately). A total of 17 (37%) workers were fired from jobs and 28 (61%) were fired or quit a job inappropriately. Correlational analyses revealed that four variables were associated with program success or failure: history of alcohol/substance abuse, history of running away from residential placements, use of alcohol/substances while in the program, and social problems with work supervisors and/or co-workers. Surveys of the employers who hired a worker from Job Designs indicated that they were favorably impressed with the project and its staff. Participants interviewed at exit from the program reported that, overall, they were satisfied with their own program experiences. Drawing from these results and experiences, suggestions are made for conducting effective vocational programs for this population and for future research.

Social Skills Practice Strategy Opportunities for Students With EBD

2021 ◽  
pp. 107429562110208
Author(s):  
Skip Kumm ◽  
Jacob Reeder ◽  
Erin Farrell
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
School Environment ◽  
Social Skills Training ◽  
Emotional And Behavioral Disorders ◽  
Skills Training ◽  
Social Skills Interventions ◽  
The Social ◽  
Meta Analyses ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

Australian Relevance of Community-based Social Skills and Work Readiness Training for Adults with Traumatic Brain Injury

2002 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Thomas D. Upton ◽  
James Bordieri ◽  
Mary Ann Roberts
Keyword(s):  
Traumatic Brain Injury ◽  
Social Skills ◽  
Brain Injury ◽  
Severe Traumatic Brain Injury ◽  
Social Skill ◽  
Training Programs ◽  
Rehabilitation Services ◽  
Work Readiness ◽  
Community Based ◽  
Skill Deficits

Social skill deficits following severe traumatic brain injury (TBI) are prevalent. However, the development and provision of pro-active treatments for these deficits during rehabilitation have not kept pace with the need. Previous research described the development and presented encouraging data for community-based intensive social skills and work readiness training programs for adults with a brain injury. Brain injury residuals present similar social and vocational challenges to professionals worldwide. As such, this paper proposes these rehabilitation services may be replicated across cultures. To facilitate crosscultural replication, a training framework is shared. Australian rehabilitation counsellors may use this framework to replicate these services and contribute to the community reintegration of adults with brain injury.

Adolescents and Young Adults With Spina Bifida Transitioning to Adulthood: A Comprehensive Community-Based Needs Assessment

2021 ◽  
Author(s):  
Ashley M. Jenkins ◽  
Diane Burns ◽  
Rhonda Horick ◽  
Brittany Spicer ◽  
Lisa M. Vaughn ◽  
...  
Keyword(s):  
Young Adults ◽  
Spina Bifida ◽  
Needs Assessment ◽  
Adolescents And Young Adults ◽  
Community Based

scholarly journals A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 8 (4) ◽  
pp. 170 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta ◽  
Mikayla McHenry-Powell ◽  
Linda Heitzman-Powell ◽  
Katrina Ostmeyer
Keyword(s):  
Systematic Review ◽  
Quality Indicators ◽  
Behavioral Disorders ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Evidence Based ◽  
K 12 ◽  
Students With Ebd

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

scholarly journals Construct Validity of Multiple Mini Interviews – Investigating the Role of Stations, Skills, and Raters using Bayesian G-theory

2019 ◽  
Author(s):  
Simon Mats Breil ◽  
Boris Forthmann ◽  
Anike Hertel ◽  
Helmut Ahrens ◽  
Britta Brouwer ◽  
...  
Keyword(s):  
Social Skills ◽  
Construct Validity ◽  
Social Skill ◽  
Selection Process ◽  
Role Play ◽  
Future Research ◽  
General Performance ◽  
Performance Differences ◽  
Specific Performance ◽  
Selection Measures

One popular procedure in the medical student selection process are multiple mini-interviews (MMIs), which are designed to assess social skills (e.g., empathy) by means of brief interview and role-play stations. However, it remains unclear whether MMIs reliably measure desired social skills or rather general performance differences that do not depend on specific social skills. Here, we provide a detailed investigation into the construct validity of MMIs, including the identification and quantification of performance facets (social skill-specific performance, station-specific performance, general performance) and their relations with other selection measures. We used data from three MMI samples (N = 376 applicants, 144 raters) that included six interview and role-play stations and multiple assessed social skills. Bayesian generalizability analyses show that, the largest amount of reliable MMI variance was accounted for by station-specific and general performance differences between applicants. Furthermore, there were low or no correlations with other selection measures. Our findings suggest that MMI ratings are less social skill-specific than originally conceptualized and are due more to general performance differences (across and within-stations). Future research should focus on the development of skill-specific MMI stations and on behavioral analyses on the extents to which performance differences are based on desirable skills versus undesired aspects.

Sign in / Sign up

Export Citation Format

Share Document