The Effect of a Social Problem Solving Training Program on the Social Interactions of Special Education Students in Elementary School

AbstractThe aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

Download Full-text

Fostering the Search for Understanding: A Teacher's Strategies for Leading Cognitive Development in “Zones of Proximal Development”

Learning Disability Quarterly ◽

10.2307/1511073 ◽

1994 ◽

Vol 17 (3) ◽

pp. 187-204 ◽

Cited By ~ 10

Author(s):

Carol Sue Englert ◽

Mary S. Rozendal ◽

Mary Mariage

Keyword(s):

Special Education ◽

Cognitive Development ◽

Social Interactions ◽

Performance Modeling ◽

Special Education Students ◽

Proximal Development ◽

Education Students ◽

The Social ◽

Student’S Performance ◽

Meaningful Text

This article reports on the ways in which one teacher led her special education students' cognitive development in their “zones of proximal development,” with a specific focus on her interactions with one preconventional writer. Our examination showed that she advanced the student's performance by involving him in literacy activities in advance of competence, using meaningful text representations to scaffold performance, modeling and apprenticing him in the social dialogue, and assisting his performance through social interactions with peers.

Download Full-text

Metacomponential Assessment and Training in Real-Life Problem Solving

Journal of Cognitive Education and Psychology ◽

10.1891/194589507787382151 ◽

2007 ◽

Vol 6 (2) ◽

pp. 165-193 ◽

Cited By ~ 1

Author(s):

Kenneth N.K. Fong ◽

Dorothy Howie

Keyword(s):

Brain Injury ◽

Problem Solving ◽

Training Program ◽

Social Problem ◽

Real Life ◽

Social Problem Solving ◽

Far Transfer ◽

The Social ◽

Experimental Group ◽

And Training

The authors report the evaluation of a metacomponential training program for clients with brain injury, using two key measures, the Metacomponential Interview, and the Social-Problem-Solving Video Measure. Both measures allowed for identification of the metacomponents that were enhanced in association with the metacomponential training. The Metacomponential Interview measure yielded positive findings for the Representation metacomponent and the overall correctness score. The more far transfer real-life Social-Problem-Solving Video Measure yielded for the Planning subtest a positive advantage to the experimental group, but less clear findings in relation to the Representation subtest. Further evidence was obtained by singlesubject trend analysis.

Download Full-text