Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews

Maag, John W.

doi:10.1177/019874290603200104

Cited by 119 publications

(127 citation statements)

References 70 publications

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“…The probability that the respondents were likely to use the skills in different conflict situations was high. This study closely related to the one conducted by Maag (2006) that focused on the social skills among children.…”

Section: Goldstein's Skill-streaming Inventorymentioning

confidence: 93%

The Effectiveness of Goldstein’s Social Skillstreaming Model on Social Skills of Special Education Pre-Service Teachers at Najran University

Alqahtani¹

2016

jsss

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The purpose of the study was to measure the effectiveness of the Goldstein's social skill streaming model based on the special and general pre-service teachers' knowledge about controlling their emotions in conflict situations. A review of previous pieces of literature guided the design and measurement of the effectiveness of the approach to the control of emotions. The teachers were assessed using the coping strategy, adult anger, and Goldstein's skill streaming inventories. Lastly, the paper provides various recommendations on the sensitization of the Goldstein's Social Skill streaming model to both the special and pre-service teachers to promote their knowledge about controlling emotions in conflicts.

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Section: Goldstein's Skill-streaming Inventorymentioning

confidence: 93%

The Effectiveness of Goldstein’s Social Skillstreaming Model on Social Skills of Special Education Pre-Service Teachers at Najran University

Alqahtani¹

2016

jsss

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“…d'une part, dans ces conditions, il n'est pas possible de constituer un groupe contrôle équivalent (il faudrait alors observer des enfants agressifs ayant participé avec la même intensité à un programme d'activités autre impliquant un groupe de pairs constant). d'autre part, des décennies de recherche évaluative dans le domaine de l'entraînement aux habiletés sociales ont mis en évidence les problèmes de généralisation et de maintien qui y sont associés (Bierman & Greenberg, 1996 ;Gresham et al, 2001 ;Maag, 2006). les enfants qui participent à ces interventions semblent faire des apprentissages qui se limitent au contexte de ces groupes.…”

Section: Choix Du Contexte (Et De La Tâche) D'observationunclassified

L’utilisation de mesures indirectes et directes du comportement dans l’évaluation des interventions ciblant les enfants agressifs

Poulin

Moisan

Cantin

2014

mee

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L’efficacité des interventions auxquelles sont exposés les enfants agressifs doit être évaluée avec rigueur. Pour ce faire, les chercheurs et praticiens doivent disposer de mesures fiables, valides, exemptes de biais et qui soient suffisamment sensibles pour permettre de détecter tout changement dans le comportement des enfants. Le premier objectif de cet article consiste à mettre en évidence les limites associées à l’utilisation de mesures indirectes pour évaluer le comportement des enfants exposés à une intervention. Le second objectif vise à illustrer les enjeux associés à l’utilisation de mesures directes basées sur l’observation du comportement. Une analyse des différentes possibilités qui s’offrent aux chercheurs et aux praticiens, notamment en ce qui a trait au choix des comportements ciblés par l’observation et au contexte où se déroule l’observation, est proposée.Behavioral outcomes of intervention targeting young aggressive children have to be carefully assessed. Researchers and practioners need reliable, valid, and bias-free instruments that are also sensitive enough to detect any change in children’s behavior. The first goal of this article is to highlight limitations imposed by indirect measures of behavioral assessment with children exposed to an intervention. The second goal is to illustrate issues related to direct behavioral assessment using observation procedure. The different options for researchers and practioners regarding the choice of behavioral targets and observation settings are discussed.A eficácia das intervenções às quais são expostas as crianças agressivas deve ser avaliada com rigor. Para tal, os investigadores e os práticos devem dispor de medições fiáveis, válidas, isentas de enviesamentos e que sejam suficientemente sensíveis para permitir detectar toda a mudança no comportamento das crianças. o primeiro objectivo deste artigo consiste em evidenciar os limites associados à utilização de medições indirectas para avaliar o comportamento das crianças expostas a uma intervenção. o segundo objectivo visa ilustrar os desafios associados à utilização de medições directas baseadas sobre a observação do comportamento. é proposta uma análise das diferentes possibilidades que se apresentam aos investigadores e aos práticos, nomeadamente no que se refere à escolha de comportamentos-alvo para a observação e ao contexto no qual se desenvolve a observação

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“…Most training programs and interventions are focused on how to react to the students' disruptive behaviour or how students with SEBD can be supported with their academic problems and under achievement (Almog and Shechtman 2007;Brophy and McCaslin 1992;Cooper 2011;Derriks et al 2002;Elliott et al 1985;Evans, Harden, and Thomas 2004;Spilt and Koomen 2009;Van der Wolf and Van Beukering 2009;Westling 2010) and are not focused on promoting students' social participation. Despite the substantial amount of literature and interventions designed to support schoolteachers on educating students with SEBD (Durlak, Weissberg, and Pachan 2010;Maag 2006;Quinn et al 1999) and a positive self-efficacy towards educating students with SEBD (e.g. Smeets, Ledoux, and Lous 2015), research has indicated that schoolteachers struggle with students with SEBD in the regular classroom (Goei and Kleijnen 2009;Westling 2010).…”

Section: Introductionmentioning

confidence: 99%

Teacher strategies to support the social participation of students with SEBD in the regular classroom

Leeuw

Boer

Bijstra³

et al. 2017

European Journal of Special Needs Education

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Teacher strategies to support the social participation of students with SEBD in the regular classroom de Leeuw, R.R.; de Boer, A.A.; Bijstra, J.; Minnaert, A.E.M.G. Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Special needs Education and Youth care, university of Groningen, Groningen, the netherlands; b regional Expertise centre for northern netherlands cluster 4 -Behaviour, Groningen, the netherlands ABSTRACT It is known that schoolteachers have difficulties supporting students with Social, Emotional and Behavioural Difficulties (SEBD) in inclusive classroom settings. Despite the literature providing strategies for schoolteachers, little is known about strategy use in daily practice to influence the social participation of students with SEBD, and whether different strategies are used for students with different types of SEBD. Accordingly, the aim of this study was twofold: (1) to identify which strategies are suggested by primary schoolteachers as influencing the social participation of students with SEBD in the inclusive classroom; and (2) to investigate whether primary schoolteachers suggest different strategies for students with internalising and externalising behavioural difficulties. Qualitative data were collected through focus group meetings with Dutch primary schoolteachers (N = 41) and analysed with a multi-grounded theory approach. This resulted in a conceptual model demonstrating that the participants not only suggest strategies primarily focused on supporting social participation, but also suggest pre-conditional strategies, despite the differences between internalising and externalising behavioural difficulties in terms of characteristics and needs. The results are discussed in light of further investigation for schoolteacher support to meet the specific academic and social needs of all students, with or without SEBD.

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Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews

Cited by 119 publications

References 70 publications

The Effectiveness of Goldstein’s Social Skillstreaming Model on Social Skills of Special Education Pre-Service Teachers at Najran University

The Effectiveness of Goldstein’s Social Skillstreaming Model on Social Skills of Special Education Pre-Service Teachers at Najran University

L’utilisation de mesures indirectes et directes du comportement dans l’évaluation des interventions ciblant les enfants agressifs

Teacher strategies to support the social participation of students with SEBD in the regular classroom

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