Social Skills Interventions with Students with Emotional and Behavioral Problems: A Quantitative Synthesis of Single-Subject Research

Mathur, Sarup R.; Kavale, Kenneth A.; Quinn, Mary Magee; Forness, Steven R.; Rutherford, Robert B.

doi:10.1177/019874299802300306

Cited by 121 publications

(107 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recently, the efficacy of social skills instruction as a strategy to reduce problem behavior has been questioned (e.g., Mathur, Kavale, Quinn, Forness, & Rutherford, 1998). The efficacy debate has largely been due to the outcomes of recent statistical metaanalyses of a database that is primarily comprised of single-subject studies (Gresham, 1998).…”

Section: Implications For Researchmentioning

confidence: 99%

Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports

Lewis

Powers

Kelk

et al. 2002

Psychology in the Schools

View full text Add to dashboard Cite

In an effort to reduce problem behavior, it is recommended that schools develop a continuum of positive behavior support (PBS) that focuses on prevention/early intervention as well as individualized student support systems for those students who display chronic problem behaviors. While there is a large database to support the use of PBS practices at the individual student level, the knowledge base supporting prevention/early intervention strategies is characterized as emerging. The purpose of this study was to investigate the efficacy of PBS prevention/early intervention strategies on the rate of problem behavior displayed by elementary school students during recess. Specifically, this study examined the effects of directly teaching playground-related behaviors and the use of a group contingency to reinforce mastery in an elementary school. Results indicated that the intervention reduced the frequency of problem behavior across three recess periods. Results are discussed with respect to support of an emerging empirical database and implications for practice. © 2002 Wiley Periodicals, Inc.Schools confront a myriad of problems in their efforts to educate children and youth. One of the greatest challenges is managing student behavior. With respect to extreme management issues such as school violence, a recent report indicated that 1 in 10 American schools had at least one serious violent crime in the previous school year; 57% reported that one or more incidents of violence resulted in police involvement (U.S. Department of Education, 1998). In response to educators' needs for effective proactive management strategies, the U.S. Department of Education along with the Departments of Justice and Health have issued several reports delineating preferred and promising practices for students with and without disabilities (e. One common theme that cuts across all the recent reports developed by education, justice, and mental health is the need for proactive universal prevention/early intervention strategies. A central focus found within prevention/early intervention is an emphasis on building prosocial skills, not simply reducing problem behavior. A second theme contained within current recommendations is to build a continuum of supports from common universal strategies to highly individualized behavior support plans . Collectively, these two themes make up positive behavior support (PBS). Essential features of universal strategies of PBS include clearly defined expected behaviors, strategies to teach expected behavior, strategies to encourage and practice appropriate behavior, and consistency within and across school systems . Building on the foundation of universal strategies, the next layer of PBS focuses on students who are "at risk" and offers targeted support for individuals and small groups of students. The third layer of PBS focuses on individual students who continue to display problem behavior. Key components of the "individual student" focus are thorough functional behavior assessments, instruction-based plans, an...

show abstract

Section: Implications For Researchmentioning

confidence: 99%

Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports

Lewis

Powers

Kelk

et al. 2002

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…In a meta-analysis of 64 single-subject design studies that included 283 subjects, Mathur, Kavale, Quinn, Forness, and Rutherford (1998) used PND to assess the effectiveness of social skills training with delinquents, students with behavior disorders/emotional disturbance, and students with autism. An overall PND score of 62 was calculated, suggesting questionable effective-ness for all three groups, with PND scores of 75 for delinquents, 64 for students with behavior disorders/emotional disturbance, and 54 for students with autism.…”

Section: Percentage Of Nonoverlapping Data Points (Pnd)mentioning

confidence: 99%

Statistical reform: Evidence‐based practice, meta‐analyses, and single subject designs

Jenson

Clark

Kircher

et al. 2007

Psychology in the Schools

101

View full text Add to dashboard Cite

Evidence-based practice approaches to interventions has come of age and promises to provide a new standard of excellence for school psychologists. This article describes several definitions of evidence-based practice and the problems associated with traditional statistical analyses that rely on rejection of the null hypothesis for the establishment of invention effectiveness. Metaanalysis as an approach to ascertain EBPs is reviewed along with the inherent difficulties associated with single subject design research such as autocorrelations. Four meta-analytic approaches are reviewed which include Percentage of Nonoverlapping Data points (PND), the Busk and Serlin: Assumption models, ITSACORR, and Hierarchical Linear Modeling (HLM). HLM is offered as the most promising approach for the analysis for single subject designs. Monte Carlo simulations are modeled with varying degrees of autocorrelations, differing numbers of data points, and simulated effects sizes to show that HLM is an acceptable approach for controlling the risk of Type I errors.

show abstract

“…Various social skills similar to skills learned in self-determination have been used in treatment for students with emotional and behavioral disabilities (Mathur, Kavale, Quinn, Forness, and Rutherford, 1998). The Tough Kid Social Skills Book (Sheridan, 1995) recognizes many of the social skills that relate directly to self-determination (i.e., expressing feelings, having a conversation, solving problems, joining a group, etc.…”

Section: Children and Youth With Emotional And Behavioral Disabilitiesmentioning

confidence: 99%

“…Learning self-determination skills appear to address some of the weaknesses of children and youth who have emotional and behavioral disabilities (Mathur, Kavale, Quinn, Forness, and Rutherford, 1998). Since research has documented these youth with emotional and behavioral disabilities perform more poorly than their peers on nearly every transitional outcome, it is vital that we search for programs that teach this population the self-determination that is needed for successful transition into adulthood (Bullis, 2000, Rylance, 1997.…”

Section: Implications For Researchmentioning

confidence: 99%

Learning Self-determination: Lessons from the Literature for Work with Children and Youth with Emotional and Behavioral Disabilities

Ackerman

2006

Child Youth Care Forum

View full text Add to dashboard Cite

Children and youth with disabilities perform more poorly in transitional outcomes than their non-disabled peers. Programs are facing many changes because of these outcomes. Definitions are being revised, and new categories of exceptionalities are being recognized. Accountability measures are being put in place for people with disabilities.However, there is an important, current issue identified by researchers and individuals with disabilities -the issue of self-determination. This article explores how selfdetermination can and should be taught to children and youth with disabilities.LEARNING SELF-DETERMINATION 3 TEACHING SELF-DETERMINATION TO CHILDREN AND YOUTH WITH EMOTIONAL AND BEHAVIORAL DISABILITIES Coleman (1966) states that a sense of purpose and destiny facilitates positive outcomes. Successful people assess their needs, determine their goals, plan actions, act, monitor their performance, and make any needed adjustments (Mithaug, Martin & Agran, 1987). Mithaug (1996) argues that few children succeed because of the instruction they receive. These children succeed because adults identify them as having a sense of purpose for their lives. They know what they like, what they can do, what they want and how to get it. Unfortunately, many children and youth leaving our special education programs lack a sense of purpose and destiny (White et al, 1982). They do not advocate for their own goals and interests (Allen, 1989). They often are not seen as being selfdetermined.The Council for Exceptional Children (1994) reports 37% of youths with disabilities who participated in the National Longitudinal Transition Survey (NLTS) were living independently three to five years after graduation. This figure is 60% for the general population. Only 37% of the youths with disabilities surveyed had enrolled in postsecondary school as compared with 68% of youths without disabilities. Although the NLTS found that employment levels were about the same for general population as for youths with disabilities five years after graduation from secondary school, these youths were earning less than $12,000 per year for full-time, year-round employment.Students with disabilities have only a 35% to 45% chance of finding full-time work after leaving school. The probability of future employment for students with disabilities decreases over time. For part-and full-time work combined, most studies report about a 60% employment level for persons with disabilities (Hasazi, Gordon, & Roe, 1985; Wagner, 1989Wagner, , 1991. Also, according to data provided by NTLS (1990), only 1.8% of the graduating students with learning disabilities go to four-year universities. The number is somewhat higher for two-year postschool institutions.However, most students complete only a few courses. After more than three decades of federal involvement in the education of children and youths with disabilities, these disturbing post school outcomes have led practitioners, policymakers, researchers, and parents of young people with disabilities to conclude that sp...

show abstract

Social Skills Interventions with Students with Emotional and Behavioral Problems: A Quantitative Synthesis of Single-Subject Research

Cited by 121 publications

References 17 publications

Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports

Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports

Statistical reform: Evidence‐based practice, meta‐analyses, and single subject designs

Learning Self-determination: Lessons from the Literature for Work with Children and Youth with Emotional and Behavioral Disabilities

Contact Info

Product

Resources

About