Culturally Responsive Social Skill Instruction for Latino Male Students

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

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Differences and similarities in sexual and contraceptive knowledge, attitudes, and behavior among Latino male adolescent students in California, United States and Lima, Peru

Cadernos de Saúde Pública ◽

10.1590/s0102-311x2001000400017 ◽

2001 ◽

Vol 17 (4) ◽

pp. 833-842 ◽

Cited By ~ 1

Author(s):

Jesús L. Chirinos ◽

Claire Brindis ◽

Sheri Tye ◽

Virginia McCarter

Keyword(s):

Sexual Intercourse ◽

Sexual Debut ◽

Male Students ◽

Male Adolescent ◽

First Sexual Intercourse ◽

Adolescent Students ◽

Contraceptive Knowledge ◽

Latino Male ◽

And Behavior ◽

Attitudes And Behavior

To identify the differences and similarities in sexual and contraceptive knowledge, attitudes, and behavior among Latino male adolescent students living in California and Lima. Self-administered, anonymous surveys were completed by Latino male students aged 12-19 participating in California, and by male adolescent students in four high schools in Lima. Both surveys contained similar questions allowing for comparisons regarding sexual activity and contraceptive behavior. The mean age of male students were 16 and 15 years, respectively. More California males reported having engaged in sexual intercourse (69% vs 43%. The sexual debut was 13 years in both samples. More students in California were aware of their risk of pregnancy at first sexual intercourse than in Lima (82% vs 50%). One-third of the California males reported communicating with their partner about sex and contraception to be "easy" as compared to 53% of males in Lima. More students in California reported knowing a place to obtain contraceptives if they need them (85% vs 63%), having ever gotten someone pregnant (29% vs 7%), and having fathered a child (67% vs 16%).

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Technology Tools Available for Implementing Social Skill Instruction

Teaching Exceptional Children ◽

10.1177/00400599211041738 ◽

2021 ◽

pp. 004005992110417

Author(s):

Maggie A. Mosher

Keyword(s):

Students With Disabilities ◽

Special Education Teachers ◽

Social Skill ◽

School Attendance ◽

Motivation To Learn ◽

Evidence Based Practices ◽

Technology Tools ◽

Daunting Task ◽

Social Skill Instruction ◽

Research Based Interventions

General and special education teachers report feeling inadequate in providing social skill instruction to students. Yet, researchers and government bodies (ASELA, 2015) report students receiving social skill instruction display marked improvements in: (a) motivation to learn, (b) commitment to school, (c) time devoted to schoolwork, (d) mastery of subject matter, (e) school attendance, (f) graduation rates, (g) grades, and (h) test scores. Numerous technology tools are available to assist educators in providing social skill instruction to students with disabilities. However, determining a student's social skill need and finding tools that utilize effective research-based interventions can be a time-consuming and daunting task for educators. In this article, the authors provide a streamlined process for determining an individual student’s social skill instructional need and present technology tools available that utilize high-leverage and evidence-based practices (EBPs) to provide instruction for these targeted areas.

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“It Is Who We Are. We Are Undocumented”: The Narrative of Two Undocumented Latino Male Students Attending a Community College

Community College Review ◽

10.1177/0091552119850888 ◽

2019 ◽

Vol 47 (3) ◽

pp. 295-317

Author(s):

Cristobal Salinas ◽

Ronnie Malavé ◽

Omar D. Torrens ◽

Ethan C. Swingle

Keyword(s):

Community College ◽

Male Students ◽

Latino Male

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Different Yet Similar: The Educational Experiences of Latinx Male Students at Texas PWI, HSI, and HBCU Institutions

Journal of Hispanic Higher Education ◽

10.1177/1538192719896330 ◽

2020 ◽

pp. 153819271989633

Author(s):

Luis Ponjuán ◽

Susana Hernández

Keyword(s):

Educational Experiences ◽

Education Institution ◽

Black College ◽

Male Students ◽

Predominantly White Institution ◽

Cultural Wealth ◽

College And University ◽

White Institution ◽

Latino Male ◽

Hispanic Serving

This article explored Latino male students’ educational experiences at a Predominantly White Institution (PWI), Hispanic Serving Institution (HSI), and Historically Black College and University (HBCU) in Texas. Yosso’s concept of Community Cultural Wealth was used. The study revealed that Latino male students, regardless of the higher education institution, shared similar challenges. This study helps institutions understand their challenges and improve their educational experiences.

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