scholarly journals Outcomes of the BOSS Classroom Management Program Among Adults With Intellectual Disabilities

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Mick Needham ◽  
Peter Ross ◽  
Karen Slonski ◽  
Steven Wells ◽  
Andrew W. Wood
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Intellectual Disabilities ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Management Program ◽  
Prosocial Behaviors ◽  
Evidence Based ◽  
The Social ◽  
Adults With Intellectual Disabilities

There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with ID. A behavioral skills training approach was used to teach frontline, direct support professionals (DSPs) to implement a classroom management strategy called the Behavioral Opportunities for Social Skills (BOSS) program with adults with ID who lived in the community. The results showed that DSPs’ delivery of behavior-specific praise statements increased after they received training in the BOSS program. Increases in the prosocial behaviors of the adults with ID were also reported after the DSPs were trained. Social validity measures indicated that DSPs liked using the BOSS program, it was easy to implement, and the program was effective. The results of this study suggest that evidence-based social skills interventions developed for children and adolescents, including classroom management strategies, can be effective in improving prosocial behaviors of adults with ID with minimal adaptions.

Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

2021 ◽  
Vol 9 (6) ◽  
pp. 615-627
Author(s):  
Eleni Laskaraki ◽  
Anastasia Alevriadou ◽  
Eleni Rachanioti
Keyword(s):  
Social Skills ◽  
Intellectual Disabilities ◽  
Adult Life ◽  
Skills Training ◽  
Transition Age Youth ◽  
Social Skills Interventions ◽  
Transition Age ◽  
Job Tasks ◽  
Target Behaviors ◽  
The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

External sources promoting resilience in adults with intellectual disabilities: A systematic literature review

2020 ◽  
pp. 174462952096194 ◽  
Author(s):  
Femke Scheffers ◽  
Xavier Moonen ◽  
Eveline van Vugt
Keyword(s):  
Social Network ◽  
Literature Review ◽  
Intellectual Disabilities ◽  
Positive Emotions ◽  
Network Support ◽  
Increased Risk ◽  
The Social ◽  
The Face ◽  
External Sources ◽  
Adults With Intellectual Disabilities

Background: Persons with an intellectual disability are at increased risk of experiencing adversities. The current study aims at providing an overview of the research on how resilience in adults with intellectual disabilities, in the face of adversity, is supported by sources in their social network. Method: A literature review was conducted in the databases Psycinfo and Web of Science. To evaluate the quality of the included studies, the Mixed Method Appraisal Tool (MMAT) was used. Results: The themes: “ positive emotions,” “ network acceptance,” “ sense of coherence” and “ network support,” were identified as sources of resilience in the social network of the adults with intellectual disabilities. Conclusion: The current review showed that research addressing sources of resilience among persons with intellectual disabilities is scarce. In this first overview, four sources of resilience in the social network of people with intellectual disabilities were identified that interact and possibly strengthen each other.

scholarly journals Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
María Auxiliadora Robles-Bello ◽  
David Sánchez-Teruel ◽  
Nieves Valalencia-Naranjo ◽  
Francisca Barba Colmenero
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Skills Training ◽  
Learning Potential ◽  
The Social ◽  
Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

2021 ◽  
pp. 030802262110229
Author(s):  
Selma Ercan Doğu ◽  
Hülya Kayıhan ◽  
Ahmet Kokurcan ◽  
Sibel Örsel
Keyword(s):  
Social Skills ◽  
Occupational Therapy ◽  
Social Participation ◽  
Social Skills Training ◽  
Clinical Symptoms ◽  
Training Group ◽  
Skills Training ◽  
Occupational Performance ◽  
The Social ◽  
Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

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.

The Deception Study: A Potential Paradigm for the Evaluation of Generalizability of Social Skills Training

1985 ◽  
Vol 13 (4) ◽  
pp. 342-348
Author(s):  
Kevin Wheldall ◽  
Richard Alexander
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Educational Psychology ◽  
Social Skills Training ◽  
Skills Training ◽  
Academic Skills ◽  
Evaluation Methodology ◽  
Observed Behaviour ◽  
Per Se ◽  
Contemporary Educational Psychology

Research into social skills training has, in common with much other contemporary educational psychology practice, been beset by the problem of how best to evaluate effectiveness. Alongside the movement towards more behaviourally inclined approaches has grown a dissatisfaction with the traditional methods of evaluting effectiveness. If we recognize behaviour per se as being the appropriate level for intervention, whether in relation to academic skills teaching, classroom management, social skills training or whatever, then it follows that effectiveness can only logically be assessed in terms of measurable changes in observed behaviour. Evaluation methodology has tended to lag behind interventional methodology, however, so that it has not been uncommon to see behavioural work assessed in terms of changes in attitude and/or knowledge. On occasion evaluation is not even attempted and behaviour change is assumed to generalize outside the specific confines of the intervention situation.

Effects of a Coworker Advocacy Program and Social Skills Training on the Social Interaction of Employees with Mild Disabilities

1991 ◽  
Vol 1 (4) ◽  
pp. 73-90 ◽  
Author(s):  
Hyun-Sook Park ◽  
Marlene Simon ◽  
Phyllis Tappe ◽  
Thom Wozniak ◽  
Beverley Johnson ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Skills Training ◽  
Skills Training ◽  
Mild Disabilities ◽  
The Social ◽  
Advocacy Program

An Evaluation of a Social Skills Application for Children Who Are Homeless

2017 ◽  
Vol 29 (3) ◽  
pp. 323-332 ◽  
Author(s):  
Emily Baton ◽  
Kimberly Crosland ◽  
Rocky Haynes
Keyword(s):  
Social Skills ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Multiple Baseline ◽  
Social Skills Intervention ◽  
Homeless Children ◽  
Behavioral Skills ◽  
Social Skills Deficits

Purpose: Homeless children are more likely to have social skills deficits relative to same aged peers and may benefit from a social skills intervention. Therefore, the purpose of this study was to assess the Let’s Be Social application with the addition of behavioral skills training (BST) to teach social skills to children who were homeless. Method: This study used a multiple baseline across behaviors design to evaluate the effects of the iPad application and BST for teaching three social skills to three participants. Results: Participants did not demonstrate increases in targeted social skills after the introduction of the application, but social skills did increase after BST was added. Conclusions: The findings suggest that the application needs to be paired with BST in order to see improvement and maintenance in social skills. Future downloadable applications might consider including features that are similar to BST to assist in teaching social skills.

scholarly journals Investigating SOcial Competence and Isolation in children with Autism taking part in LEGO-based therapy clubs In School Environments (I-SOCIALISE): study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e030471
Author(s):  
Danielle Varley ◽  
Barry Wright ◽  
Cindy Cooper ◽  
David Marshall ◽  
Katie Biggs ◽  
...  
Keyword(s):  
Social Skills ◽  
Usual Care ◽  
Peer Relationships ◽  
Children With Autism ◽  
Skills Training ◽  
Well Being ◽  
Autism Spectrum ◽  
School Level ◽  
Children With Asd ◽  
The Social

IntroductionSocial skills training interventions for children with autism spectrum disorder (ASD) typically focus on a skills deficit model rather than building on existing skills or encouraging the child to seek their own solutions. LEGO-based therapy is a child-oriented intervention to help improve social interactional skills and reduce isolation. The therapy is designed for school-age children with ASD and uses group-based play in a school setting to encourage peer relationships and social learning. Despite the reported potential benefits of LEGO-based therapy in a prior randomised controlled trial (RCT) and its adoption by many schools, the evidence to support its effectiveness on the social and emotional well-being of children with ASD is limited and includes no assessment of cost-effectiveness.Methods and analysisThis multicentre, pragmatic, cluster RCT will randomise 240 participants (aged 7–15 years) with a clinical diagnosis of ASD to receive usual care or LEGO-based therapy with usual care. Cluster randomisation will be conducted on a school level, randomising each school as opposed to each individual child within a school. All prospective participants will be screened for eligibility before assenting to the study (with parents giving informed consent on behalf of their child). All participants will be followed up at 20 and 52 weeks after randomisation to assess for social, emotional and behavioural changes. The primary outcome measure is the social skills subscale of the Social Skills Improvement System completed by a teacher or teaching assistant associated with participating children at the 20-week follow-up time point.Ethics and disseminationEthics approval has been obtained via the University of York Research Ethics Committee. The results of the trial will be submitted for publication in a peer-reviewed journal and will be disseminated to participating families, education practitioners and the third sector including voluntary and community organisations.Trial registration numberISRCTN64852382; Pre-results.

The Application of a Self-Management Program on Instruction-Following Skills

1989 ◽  
Vol 14 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Martin Agran ◽  
Julie Fodor-Davis ◽  
Stephen Moore ◽  
Marlene Deer
Keyword(s):  
Intellectual Disabilities ◽  
Training Program ◽  
Task Performance ◽  
Skills Training ◽  
Management Program ◽  
Multiple Baseline ◽  
Self Management ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Verbal Prompts

The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.

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