ASSET: A social skills program for adolescents

Hazel,; Schumaker,; Sherman,; Sheldon, Julie

doi:10.1037/e538372004-001

Cited by 14 publications

(22 citation statements)

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Section: Methodsmentioning

confidence: 99%

“…Class A received direct instruction of the three social skills modeled after those used in ASSET: A Social Skills Program for Adolescents (Hazel, Schumaker, Sherman, & Sheldon-Wildgen, 1981a). ASSET was selected because the social skills, the skills steps, and the instructional procedures had been empirically tested and socially validated previously (Hazel et al, 1981a). The elements included in the instruction followed the training suggested in the ASSET guidelines: (a) a review of previously learned skills, (b) an explanation of the skill to be learned, (c) a rationale for learning the skill, (d) modeling, (e) verbal rehearsal, and (f) guided practice of the skill in novel role-play situations.…”

Section: Methodsmentioning

confidence: 99%

“…The task analysis, score sheets, and skill sheets were modeled after those used in ASSET (Hazel et al, 1981a).…”

Section: Methodsmentioning

confidence: 99%

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Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction

Prater

Bruhl

Serna

1998

Remedial and Special Education

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We compared three procedures for teaching social skills with intermediate-age students with disabilities who also participated in cooperative learning groups. The first group received teacher-directed instruction of three socially validated skills: listening, problem solving, and negotiating. The second group received instruction of the same three skills but using a structured natural approach suggested in the cooperative learning literature (Kagan, 1992). The third group generated, defined, and discussed cooperative group rules, including the three skills taught in the other groups. Students in the teacher-directed instruction group improved their skill performance during role-play situations on all three skills. Students in the structured natural approach achieved minimal gains during role-play situations. Students in the third group did not improve their performance during role-play situations on any of the three skills.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction

Prater

Bruhl

Serna

1998

Remedial and Special Education

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“…ASSET is a commercial program designed to develop social skills of adolescents with special needs who demonstrate difficulties in social functioning (Hazel, Schumaker, Sherman, & Sheldon-Wildgen, 1981). The program, which has also been used in regular classrooms, emphasizes the following eight fundamental skills: giving positive feedback, giving negative feedback, accepting negative feedback, resisting peer pressure, being able to negotiate, solving personal problems, following directions, and conducting conversations.…”

Section: Direct Instruction Of Social Skillsmentioning

confidence: 99%

The Central Role of Teaching Social Skills

Johns¹,

Crowley²,

Guetzloe³

2017

focusXchild

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We can no longer assume that all children come to school knowing how to behave and how to respond appropriately in varying social situations. Some children believe that the only way to express anger is to hit someone or to yell until they get attention. Albert, a 15-year-old student who was involved in a gang, did not know how to wait his turn to speak and continually strove, like a 3-or 4-year-old, to get the teacher's attention. He became very upset if someone else in his instructional E/BD class received attention. Tyler, a 16-year-old, is in a regular high school but is scorned by other students because he continually acts like a Power Ranger. Jenny, a IO-year-old receiving resource services from the special education teacher in the building, speaks very quietly and cannot assert herself to make her needs known. All of these students need to be taught appropriate social skills. Mathur and Rutherford (1996) state that adequate social development can be considered the foundation of personal and social adjustment in life. Deficits in social skills are linked to poor social adjustment, mental health problems, delinquency, and low selfconcept. According to Deshler, Ellis, and Lenz (1996): "Social skills knowledge is just as important as content knowledge" (p. 371). They believe that poor social skills in school are related to the following factors: (1) limited opportunities to learn; (2) negative academic and social self-concept; and (3) social isolation.

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“…A social skills assessment device (Hazel, Schumaker, Sherman, Sheldon-Wildgen, 1981) was used to test the adolescents' ability to perform six basic social skills: giving positive feedback, giving negative feedback, accepting negative feedback, resisting peer pressure, negotiating conflict situations, and solving social problems. Each youth's skills were tested in a seri_ es of six short role-playing situations.…”

Section: The Quality Of Lo Adolescents' Social Interactions Is Similamentioning

confidence: 99%

Learning Disabilities in Adolescent and Young Adult Populations: Research Implications (Part Ii)

Alley¹,

Deshler²,

Clark³

et al. 2018

Exceptional

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Until recently, the amount of data-based literature concerning assessment and remediation of learning disabilities in adolescents and young adults has been slight (e.g., Deshler, 1978a;Wiederholt, 1978). With the inception of the University of Kansas Institute for Research in Learning Disabilities (KU-IRLD), which has targeted the LD adolescent and young adult for study, this literature has expanded greatly. In a previous article in Focus onExceptional Children (Deshler, Schumaker, · Alley, Warner, & Clark, 1982), the results of the KU-IRLD regarding LD adolescents' achievement, ability, and cognitive processing; the demands of the regular secondary curriculum; and the interventions being developed to help LD students survive the curriculum were reviewed. Some additional findings related to how LD adolescents learn and whether their learning deficits extend to other realms besides the academic area are summarized in the present article.As stated above, a great paucity of empirical information exists on LD adolescents and young adults, in particular, and underachieving adolescents, in general (Deshler, Warner, Schumaker, & Alley, in press). As such, most field practices for these adolescents have been based largely on clinical beliefs and nonvalidated models of assessment and instruction. Therefore, the major mission of the KU-IRLD has been to develop effective means of identifying LD populations at the secondary and postsecondary levels and to construct interventions that will have an impact upon school performance and life adjustment.The KU-IRLD adopted as its primary research strategy the development of a comprehensive epidemiological data base. This data base was created during the initial years of the institute (1977)(1978)(1979) for the purpose of analyzing data from a variety of sources (parents, teachers, students, administrators, peers, etc.). The goal was to describe both the learner and the settings or conditions under which learning and failure occurred. This research strategy was seen as critical to developing a data-based profile of the older-aged LD individual, as well as a data-based profile of the learning environments for these individuals. FOCUS ON EXCEPTIONAL CHILDREN MAY 1983After the epidemiology base was in place, the focus shifted to design of intervention procedures. The direction of our intervention research was determined by the epidemiological findings. The majority of our work during the 1980 and 1981 school years was in developing a comprehensive intervention model for LD students in secondary settings. The final phase of the research strategy will be to examine procedures that enhance the generalization of skills across settings and conditions. The research has been conducted in both school and nonschool settings since older-aged LD individuals must be studied in settings that become increasingly important with the passage of time. Therefore, in addition to school settings, we have studied LD individuals in settings such as the Military, Job Corps, employment locales, adult basic e...

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ASSET: A social skills program for adolescents

Cited by 14 publications

References 0 publications

Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction

Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction

The Central Role of Teaching Social Skills

Learning Disabilities in Adolescent and Young Adult Populations: Research Implications (Part Ii)

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