A Comparison of the Effects of Two Social Skill Training Approaches on Teacher and Child Behavior

Culturally-inclusive behavior of Filipino teachers in international schools in the Philippines: Perspectives of international education in a developing country

“…Teaching is essentially a behavioral output (Paisey et al, 2007;Hyatt and Filler, 2007), which has been credited to producing desirable levels of student achievement (Tosolt, 2009;Suldo et al, 2009;O'Connor and McCartney, 2007) by affecting favorably their physical and mental health (Larusso et al, 2008) and creating a positive and supportive learning environment (Reinke et al, 2008). Specific teacher behaviors that are believed to have positive effects are those in which students perceive their teachers to be supportive and helpful, deploying diverse teaching practices that are appealing, affirming the students' academic successes, demonstrating fairness and fostering classroom environment that allows curiosity and freedom of inquiry (Suldo et al, 2009).…”

Review of Experimental Social Behavioral Interventions for Preschool Children: An Evidenced-Based Synthesis

“…Step curriculum (Ocasio et al, 2015), and a program based on Skillstreaming in Early Childhood (Hyatt & Filler, 2007).…”

“…Teachers and typically developing children were generally taught to facilitate and promote the use of social skills by the target participants. The target children were primarily taught social skills via coaching, modeling, script training, and teacher-mediated and peer-mediated approaches to prompt them to initiate and maintain play experiences with their peers (Celeste, 2007) such as how to join in activities already underway, share, wait your turn, and invite someone to play (Hyatt & Filler, 2007). Studies addressed entire preschool classrooms and provided social skills training to all students enrolled (Ocasio et al, 2015;Strain & Bovey, 2011).…”

A Teacher Training Model for Improving Social Facilitation in the Inclusive Program

“…In addition, the DEC Recommended Practices (2014) include interaction with a focus on promoting social development through initiated or sustained positive interactions with other children. This emphasizes the fact that simply being in proximity to typical peer models without individualized intervention does not guarantee the development of appropriate skills (Hollingsworth, Boone, & Crais, 2009; Hyatt & Filler, 2007; Nelson et al, 2007). The role of the teacher, then, is crucial.…”