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Degree

Specialist in Education, Miami University, School Psychology, 2011.

Abstract

The purpose of this paper is to communicate the findings of a study assessing the effectiveness of a school-based social skills program that was conducted with urban elementary students demonstrating behavior problems. This program was designed to increase positive social skills in students who meet literature-based criteria for being “at risk” for emotional behavioral disorders. It was predicted that participation in the program would result in an increase in measures of social acceptance by both teachers and peers. An analysis of the dependent variables indicates an increase in measures of social acceptance by teachers for nearly all participants. An increase in social acceptance by peers was inconclusive for this study based on the pre/post measure used, however, teachers did report an increase in areas related to interactions with peers. The importance of implementing social skills interventions in schools as part of a positive behavior support initiative is explored.

Subject Headings

Counseling Education; Education; Educational Psychology; Minority and Ethnic Groups; Psychology; School Counseling

Keywords

social skills training; role playing; peer monitoring; social acceptance; antisocial behaviors; African American; urban students

Committee / Advisors

Michael Woodin, PhD (Committee Chair)
Jason Abbitt, PhD (Committee Member)
Geralyn Timler, PhD (Committee Member)
T. Steuart Watson, PhD (Advisor)

Pages

45p.

Document number: miami1313515170
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=miami1313515170

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