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| Int'l Symposium - Use of Social Skills Training and Self-Management Procedures to Produce Increases of Desirable Behavior of School–Age Children |
| Monday, May 31, 2004 |
| 1:30 PM–2:50 PM |
| Fairfax B |
| Area: EAB/EDC; Domain: Applied Research |
| Chair: Lloyd D. Peterson (The Ohio State University) |
| Abstract: . |
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| An Analysis of the Effects of Social Skills Training on Group Interactions of Elementary Students with High-functioning Autism |
| MARI KASHIO (Sophia University), Yoshiaki Nakano (Sophia University), Tomomi Ueno (Sophia University) |
| Abstract: The authors developed a social skills training program for a group of four elementary school children with high-functioning autism. Social interaction and classroom survival skills were taught through activities such as games, handcrafts, quizzes, snacks and so on. The targeted behaviors were: inviting peers to join play activities, talking about their significant experiences of the day at the end of each session, turn taking, sitting quietly during activities, and getting important information from teacher-peer interactions. A direct instruction model was used to design and implement lesson plans. Four to six graduate and undergraduate students participated in the training sessions as instructors, prompters, or peers. All training sessions were two hours in length and held three times a month for 12 months at the university clinic. To assist in accurate measurement of the targeted behaviors, all the sessions were videotaped using two remote controlled cameras. The targeted skills were assessed using a specially developed rating scale and analyzed using an ABA design. In addition, social validity and generalization were measured through the use of questionnaires administered to parents of the participants. The problems of frequency of sessions, number of instructors, assessment tools, and support for parents will also be discussed. |
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| Effects of Social Skill Training and Self-management Procedure on Generalization of Social Skill Usage Across Participants’ Environments |
| JESSICA E. FRIEDER (The Ohio State University), Lloyd D. Peterson (The Ohio State University), Stephanie M. Peterson (The Ohio State University), Madoka Itoi (The Ohio State University) |
| Abstract: A social skill curriculum was taught to eight elementary students (4th and 5th graders) using a structured learning approach. Instruction was coupled with the use of a student self-management process that involved self-monitoring, self-rating, and teacher matching to assist in the generalization of social skill use and increase students’ on –task behavior. A multiple-probe across participants design was used to assess the effects of the intervention. Results indicated that social skill instruction alone was enough for some participants to generalize social skill use to their regular classroom settings. The use of the programmed generalization strategy led to an increase and more stable levels of on-task behavior and an increase in correct social skills use in participants’ regular classes. The data add to the existing literature supporting the use of a structured learning approach to teach social skills and self-management procedures to aide in the generalization of learned skills to non-training environments. |
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| The Effect of Self-management Training on the Establishment and Maintenance of a "Learning Routine" for Students with Attendance Problems |
| AYUMI KISHIMOTO (Sophia University), Ayako Ishida (Yotsukaido School Education Counseling Center), Yoshiaki Nokano (Sophia University) |
| Abstract: In Japan, the percentage of students absent from school more than thirty days a year has been increasing at an alarming rate; absenteeism increases the possibility for school failure. To address the issue of academic success and an increase in the amount of academic learning time, the authors developed a self-management training package to help students establish a “learning routine” in a student support room and generalize the use of the “learning routine” in other classrooms. The self-management package included: a self-administered behavioral contract, self-evaluation, self-recording,, and self-reinforcement. The first year, the self-management training was conducted with a 14-year old boy in Support Room A. Results showed increases in academic learning time in Support Room A, the number of tasks completed at home, and his self-study behavior generalized into other classrooms. The second year, a more user-friendly package was developed and applied to a 14-year old girl in Support Room B with similar results. Finally, the authors trained staff members from Support Room A to conduct the student self-management training independently of the authors. They applied it to several students, and the outcome was analyzed in terms of intervention integrity and students academic achievements. |
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| Developing a Comprehensive Package to Facilitate Generalization of Social Skills Learned in a Class-wide Prevention Program |
| YURIKO OISHI (Sophia University), Yoshiaki Nakano (Sophia University) |
| Abstract: Sophia University Peer Support Project is an innovative prevention effort helping schools promote mental health and positive school climate by teaching social skills to students as part of a guidance curriculum. Follow up assessments revealed meager generalization of use of these skills in classrooms other than the training classroom. The authors developed a generalization facilitation package and added it to the ongoing social skills training at a public junior high school. The package consisted of providing students with training and self-check sheets regarding: skill performance, homework assignments and feedback about the homework completed, delivery of peer support news letters, sending leaflets to parents, putting up social skill posters on the classroom walls. The package was applied to 170 seventh graders in five different classrooms. Outcomes were analyzed by: student questionnaires on: classroom climate, extent of communication skills performance and self-efficacies, knowledge of social skills, and student and teacher social validity measures. Variability was found among five classes with respect to the extent of skill generalization / maintenance and positive classroom climate. According to social validity measures, homeroom teachers complained about administering the package, but students liked and appreciated the package as a whole except for the load of homework assignments. |
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