Examining the Effects of a Peer-Mediated Social Skills Intervention on the Prosocial Behaviors of Elementary Students with Emotional and Behavioral Disorders

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

Advances in Educational Marketing, Administration, and Leadership - Leveraging Technology to Improve School Safety and Student Wellbeing ◽

10.4018/978-1-7998-1766-6.ch008 ◽

2020 ◽

pp. 126-151

Author(s):

Lauren R. Tidmore

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

Social Skills ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Composite Score ◽

Social Skills Intervention ◽

School Students ◽

Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

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Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

10.4018/978-1-6684-3670-7.ch021 ◽

2022 ◽

pp. 369-395

Author(s):

Lauren R. Tidmore

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

Social Skills ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Composite Score ◽

Social Skills Intervention ◽

School Students ◽

Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

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Social Skills Practice Strategy Opportunities for Students With EBD

Beyond Behavior ◽

10.1177/10742956211020832 ◽

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.

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