Classroom-Based Social Skills Training: Impact on Peer Acceptance of First-Grade Students

Choi, Hee-sook; Heckenlaible-Gotto, Myra J.

doi:10.1080/00220679809597545

Cited by 12 publications

(13 citation statements)

References 13 publications

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“…Future work should look at other measures that are able to detect whether the users actually acquire, display and transfer the social skills learned from the intervention to their daily lives at school, play and home and follow-up discussions with parents and teachers. Previous empirical studies on traditional social skills training have used teacher-, parent-and self-reported data (Oord et al, 2005), peer-ratings (Choi & Heckenlaible-Gotto, 1998) and observations of students in free play situations (Combs & Lahey, 1981). Longer-term follow-up data suggested by Beaumont and Sofronoff (2008) should be collected to investigate whether the enduring treatment gains are sustained in the long run.…”

Section: Future Researchmentioning

confidence: 99%

Learning efficacy and user acceptance of a game-based social skills learning environment

Tan

Goh

Ang

et al. 2016

International Journal of Child-Computer Interaction

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Section: Future Researchmentioning

confidence: 99%

Learning efficacy and user acceptance of a game-based social skills learning environment

Tan

Goh

Ang

et al. 2016

International Journal of Child-Computer Interaction

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“…Peer rating is a sociometric status measurement which allows the child to rate the likeability of his classmates (Choi & Heckenlaible-Gotto, 1998 adapted from Gresham, 1982). Each child receives a form with his classmates names listed on the side.…”

Section: Peer Ratingmentioning

confidence: 99%

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

Kats-Gold

Besser

Priel

2007

J Abnorm Child Psychol

110

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Poor social skills and behavioral problems are a major component of ADHD. The different explanations offered so far, such as cognitive deficits and deficient self regulation, have not been able fully to account for the various aspects of the social dysfunction, suggesting that other mechanisms might underlay this impairment. Our study sought to assess the emotion recognition of Israeli boys at risk of ADHD, and to evaluate its associations with their social skills. A group of 111 boys (grades 4 and 5) were assigned to an At-risk (n=50) and a control (n=61) group based on their scores in an ADHD symptoms questionnaire. The two groups were matched on age, socio-economic status and class and school environment. Group comparisons revealed that compared to their non-At-risk counterparts, At-risk boys have impaired emotion recognition. Finally, multiple groups Structural Equation Modeling analyses (SEM) demonstrated that emotion misrecognition plays a significant role in the At-risk children's social functioning and behavioral problems compared to its role in the social competence and behavioral problems among the comparison group. Implications for the understanding and treatment of social skills problems among children at risk of ADHD are proposed.

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“…Limiting social skills instruction to these settings obstructs the generalization of learned skills. Although some studies have started to illustrate the power of classroom-based or schoolwide social skills instruction on promoting peer acceptance (Choi & Heckenlaible-Gotto, 1998) and reducing behavior problems (Lewis, Sugai, & Colvin, 1998), more investigation is needed for the populations of students who have or are at risk for E/BD.…”

mentioning

confidence: 99%

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

Loe

Cartledge

2002

Behavioral Disorders

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The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

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Classroom-Based Social Skills Training: Impact on Peer Acceptance of First-Grade Students

Cited by 12 publications

References 13 publications

Learning efficacy and user acceptance of a game-based social skills learning environment

Learning efficacy and user acceptance of a game-based social skills learning environment

The Role of Simple Emotion Recognition Skills among School Aged Boys at Risk of ADHD

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

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