An Examination of Social Skills Instruction in the Context of Small-Group Reading

Abstract

Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill generalization, many researchers have supported incorporating social instruction into the academic curriculum. This study evaluated the effects of providing social skills instruction during small-group guided reading instruction to three students identified as experiencing social skills deficits. Results showed positive changes in trend and level across all three students from baseline to intervention. Limitations, suggestions for teachers, and recommendations for future research are discussed.

A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports

“…All except one study (Miller et al, 2011) reported Tier 2 treatment integrity (96.2%). Most studies (84.6%, n = 22) implemented intervention daily; the next most common frequency (7.7%, n = 2) was twice per week (Gresham et al, 2006;Lane et al, 2003).…”

The Effect of Project-based Collaborative Learning and Social Skills on Learning Outcomes in Biology Learning

“…He concludes the students who learn through project-based learning combined with collaborative learning can understand better and the learning process runs effectively that they are satisfied with the learning process as well as their learning results end up to increase. This milestone proves that the implementation of the PBCL strategy needs deep interactions as social skills relate to an individual's interaction skill with surrounding (Miller et al, 2011).…”

“…It means that the learning process of each student is different making learning results required is also different (Feitosa, 2012). Social skills are people's skills in communicating and interacting with other people (Hutchins, Burke, Hatton, & Bowman-Perrott, 2016;Miller, Fenty, Scott, & Park, 2011) (Hutchins et al, 2016;Miller et al, 2011). Garrote (2017) concludes that students who have high social skills can improve their performance.…”

Assessing and Supporting Social-Skill Needs for Students With High-Incidence Disabilities

“…Although direct instruction lessons may take many formats (e.g., McGinnis & Goldstein, 1997; Miller, Fenty, Scott, & Park, 2011; Morgan et al, 2015; Simonsen et al, 2012), one such format is outlined in Figure 2. In this plan, the skill is defined and modeled, students identify areas or environments where they might need the skill, and students role-play the skill, receive feedback, and are provided with opportunities to generalize the skill.…”