MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

Social skills training: where are we going?

1996 ◽  
Vol 6 (S1) ◽  
pp. 25-44 ◽  
Author(s):  
Helen McGrath
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Research Evidence ◽  
Skills Training ◽  
Intervention Programs ◽  
Social Skills Intervention ◽  
Educational Psychologist

This paper looks at social skills intervention programs for students. The arguments and research evidence for teaching social skills are discussed as well as the issue of which social skills should be taught. Conclusions are drawn about the most effective kind of intervention programs and arguments are presented for educational psychologist to work in collaboration with teachers to present social skills programs. The issue of peer reputations is discussed.

scholarly journals PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF

2020 ◽  
Vol 4 (2) ◽  
pp. 304
Author(s):  
Tita Tri Utami Dewi ◽  
Sri Tiatri ◽  
Heni Mularsih
Keyword(s):  
Teacher Efficacy ◽  
Primary School ◽  
Special Needs ◽  
Prior Knowledge ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Children With Special Needs ◽  
Inclusive Practices ◽  
Normal Children ◽  
Teachers Attitudes

In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif. 

scholarly journals A Day at School : A Serious Game for Social Skills Training

2021 ◽  
Vol 22 (2) ◽  
Author(s):  
Filimonas Papadiou ◽  
Fotis Lazarinis ◽  
Dimitris Kanellopoulos
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Social Skills Training ◽  
Soft Skills ◽  
Personal Characteristics ◽  
Skills Training ◽  
Serious Game ◽  
Self Control ◽  
Appropriate Behavior ◽  
Primary School Pupils

Soft skills are the personal characteristics of an individual that enhance his/her interactions, career prospects, and job performance. Soft skills include social skills which incorporate characteristics like empathy, self-control, socialization, and friendliness. The development of soft skills at an early age is vital. Currently, there are few serious games for social skills training aimed at primary school pupils. A serious game does not only provide fun but a player can discover knowledge about himself. This paper presents a serious game named “A Day at School” that helps primary school pupils to develop social skills through an educational scenario. In this scenario, the hero of the game faces various situations during a usual day at school. The scenario deals with the situations of bullying, racism, and social awareness of children. By using the educational application, pupils discover appropriate behavior and get the first stimulus for acquiring their social skills. The serious game helps them to socialize and gain the basis to cultivate empathy, friendliness, and self-control. Primary school pupils and teachers evaluated the serious game. The results showed that teachers found that the game is suitable for teaching purposes and its graphical user interface (GUI) is appealing.

Evaluation of the Sheidow Park social problem solving program for primary school children: a field study

1996 ◽  
Vol 6 (1) ◽  
pp. 61-72
Author(s):  
Jordana K. Bayer ◽  
Rosalyn Shute ◽  
Colin MacMullin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Primary School ◽  
School Children ◽  
Social Problem ◽  
Social Skills Training ◽  
Skills Training ◽  
Social Problem Solving ◽  
Primary School Children

Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two classes of a South Australian suburban primary school. The teacher of one class implemented the social skills program, while the other class experienced no formal social skills intervention. The results indicated that the various measures of social competence employed were relatively independent of one another, supporting the need for a comprehensive range of measures in social skills training research. The Sheidow Park program demonstrated a significant effect on children's sense of social self-competence and the degree to which they perceived a variety of challenging social situations as difficult to deal with. However, the program had no effect on teacher and peer ratings of children's social competence or on children's satisfaction with their wider social network. The findings are explained within the context of attribution and cognitive dissonance theories, and the strengths and limitations of both the Sheidow Park program and the present research are discussed. Suggestions for future research and modifications to the program are made.

Connections: Parent Feedback to Improve Social Skills Training for Persons with Autism Spectrum Disorder

2016 ◽  
Vol 47 (4) ◽  
pp. 20-27 ◽  
Author(s):  
Samantha Wadsworth ◽  
Andrea Nelson ◽  
Kevin D. Rossi ◽  
Doris Adams Hill
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Skills Intervention ◽  
Parent Group ◽  
Adults With Asd ◽  
Social Skills Curriculum

Individuals with Autism Spectrum Disorder (ASD) often have social and communication deficits that impede sustained employability. The authors replicated a successful social skills curriculum and program model, called Connections, and simultaneously ran focus groups with parents. A parent group led by local advocates provided feedback to improve program delivery and curricula. This article highlights focus group results regarding a promising social skills intervention and is designed to inform professionals serving adults with ASD seeking employment.

scholarly journals Strategi Teknik “Bite & Step” untuk Meningkatkan Keterampilan Sosial Anak Berkebutuhan Khusus di Sekolah

2020 ◽  
Vol 22 (1) ◽  
pp. 73
Author(s):  
Markus Nanang Irawan
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Special Needs ◽  
Experimental Model ◽  
Research Method ◽  
Social Skills Training ◽  
Single Case ◽  
Skills Training ◽  
Graph Analysis ◽  
The Social

<em>When interacting with others, each person certainly needs a good skill in communication so that the purpose of socializing at school goes smoothly and is achieved. But for student with special needs seems difficult to achieve because they have obstacles or problems in communication. Therefore we need a treatment or assistance called social skills training. The purpose of the study was to determine the effectiveness of the strategy of a game technique called "Bite &amp; Step" to improve social skills in student with special needs so that the effort to interact went smoothly and not be wrong in communicating with friends at school. As participants are groups of student with special needs who have attended elementary school. The research method used is the experimental model in a single case which is the treatment of social skills training using the game technique "Bite &amp; Step" which is then evaluated using graph analysis. The results showed that the technical strategy of "Bite Step" has not been effective for helping to improve the social skills of children with special needs so it needs to be reviewed, evaluated, and retested again</em>

Social skills training for primary school children: A 1-year follow-up study

2008 ◽  
Vol 33 (5) ◽  
pp. 378-383 ◽  
Author(s):  
MG SAWYER ◽  
C MACMULLIN ◽  
B GRAETZ ◽  
JA SAID ◽  
JJ CLARK ◽  
...  
Keyword(s):  
Social Skills ◽  
Primary School ◽  
School Children ◽  
Social Skills Training ◽  
Skills Training ◽  
Primary School Children ◽  
Follow Up Study
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