Building Skills for School Success: Improving the Academic and Social Competence of Students

Brigman, Greg; Webb, Linda; Campbell, Chari A.

doi:10.5330/prsc.10.3.v850256191627227

Cited by 53 publications

(9 citation statements)

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“…Esses dados são semelhantes aos achados da literatura sobre a efetividade de programas de habilidades sociais sobre o repertório social e acadêmico de escolares (August, Realmuto, Hekter, & Bloomquist, 2001;Brigman et al, 2007;Gresham, 2009;Kilian & Kilian, 2011;Molina & Del Prette, 2006). Adicionalmente, os resultados apontam favoravelmente para a viabilidade do uso das vinhetas de vídeo do RMHSC-Del-Prette (Z.…”

Section: Discussionunclassified

“…Quanto ao impacto do programa sobre a escala Competência Acadêmica do GE, trata-se de um resultado que se alinha a outros obtidos no Brasil (por exemplo, Molina & Del Prette, 2006) e em outros países (August et al, 2001;Brigman et al, 2007;Kilian & Kilian, 2011) e que reforça a compreensão das habilidades sociais como facilitadores do desempenho acadêmico (DiPerna, 2006). Esse impacto permite defender a implantação de programas de THS na escola, como estratégia adicional para melhorar o rendimento acadêmico e diminuir o fracasso escolar, a repetência e a evasão em nosso meio, como já testado em outros países (por exemplo, o programa de Hennessey, 2007).…”

Section: Discussionunclassified

“…A. P. Del Prette, Del Prette, Oliveira, Gresham, & Vance, 2012;Feitosa, Del Prette, Del Prette, & Loureiro, 2011;Ray & Elliott, 2006;Samadzadeh, Abbasi, & Shahbazzadegan, 2011) têm mostrado uma correlação positiva entre habilidades sociais e desempenho acadêmico para diferentes populações (pré-escolares, escolares, pré--adolescentes). Além disto, algumas pesquisas (Brigman, Webb, & Campbell, 2007;Kilian & Kilian, 2011;Molina & Del Prette, 2006) indicaram que a promoção de habilidades sociais favorece não somente a competência social como também o desempenho acadêmico, ambos considerados como fatores de proteção ao desenvolvimento (Z. A. P. Del Prette & Del Prette, 2005a).…”

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Recursos multimídia no ensino de habilidades sociais a crianças de baixo rendimento acadêmico

Lopes¹,

Prette²,

Prette³

2013

Psicol. Reflex. Crit.

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ResumoProgramas de intervenção em habilidades sociais associados a recursos audiovisuais e multimídia podem ser utilizados para superar défi cits e contribuir no desempenho acadêmico. Este estudo avaliou os efeitos de um programa, baseado nas vinhetas de vídeo do RMHSC-Del-Prette, sobre o repertório de habilidades sociais e o desempenho acadêmico de crianças com baixo rendimento escolar. Sob delineamento experimental, 14 crianças foram avaliadas com o Sistema de Avaliação de Habilidades Sociais antes e depois de um programa de 22 sessões grupais. O Grupo Experimental apresentou ganhos signifi cativamente maiores que o Grupo Controle em habilidades sociais e no desempenho acadêmico. Discute-se a utilidade e viabilidade do uso do RMHSC-Del-Prette em programas de intervenção e questões ligadas à sua disseminação no contexto escolar. Palavras-chave: Baixo rendimento acadêmico, habilidades sociais, recursos audiovisuais. AbstractSocial skills programs using audiovisual or multimedia resources may help to overcome social skills defi cits and low academic performance. This study evaluated the effects of a program based on video vignettes of RMHSC-Del-Prette on social skills repertoire and academic performance of children with low academic achievement. Under an experimental design, 14 children were assessed with the Social Skills Rating System before and after interventions composed by 22 sessions. Experimental Group showed signifi cantly higher gains than the Control Group in social skills and academic performance. The usefulness of RMHSC-Del-Prette in social skills programs and issues related to its dissemination in the school context are discussed.

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Section: Discussionunclassified

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Recursos multimídia no ensino de habilidades sociais a crianças de baixo rendimento acadêmico

Lopes¹,

Prette²,

Prette³

2013

Psicol. Reflex. Crit.

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“…Furthermore, students who participated in extracurricular activities have better academic and social outcomes than students who do not participate (Durlak, Weissberg, & Pachan, 2010). However, SWD are underrepresented in extracurricular activities and struggle with middle school science (Brigman, Webb, & Campbell, 2007;Marino, Gotch, Israel, Vasquez, Basham, & Becht, 2014;U. S. Government Accountability Office, 2013).…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

The Correlation between Extracurricular STEM Activities and Students with Disabilities

Fisher

2017

stem

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Students with disabilities perform below their non-disabled peers in science (National Science Foundation, 2015). The purpose of the exploratory research was to determine if informal science learning activities offered in Florida districts make a difference on the performance of students with disabilities (SWD) on the 2015 8th grade Florida science assessment using quasi-experimental research methods. After determining a statistically significant difference does exist on the difference between students with and without disabilities on the 8th Grade Florida Science Assessment, the researcher determined if STEM personnel track the number of students with disabilities who participate in STEM activities. The number and types of STEM activities were collected by district. Lastly, the researcher determined there was a small correlation between SWD performance on the Science assessment and the number of STEM activities offered in each district. The Correlation between Extracurricular STEM activities and Student with Disabilities Performance on a Standardized Science AssessmentKarin Fisher, Georgia Southern University Abstract: Students with disabilities perform below their non-disabled peers in science (National Science Foundation, 2015). The purpose of the exploratory research was to determine if informal science learning activities offered in Florida districts make a difference on the performance of students with disabilities (SWD) on the 2015 8th grade Florida science assessment using quasi-experimental research methods. After determining a statistically significant difference does exist on the difference between students with and without disabilities on the 8th Grade Florida Science Assessment, the researcher determined if STEM personnel track the number of students with disabilities who participate in STEM activities. The number and types of STEM activities were collected by district. Lastly, the researcher determined there was a small correlation between SWD performance on the Science assessment and the number of STEM activities offered in each district.

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“…As online communities proliferate in the Web 2.0 environment, researchers are asking how such communities are formed, sustained, changed over time, and are using a variety of theoretical and methodological tools to study them, seeking to understand their trajectories and dynamics [27]. One feature common to these communities is that they are digitally mediated and persistent settings within which people routinely interact, constituting and reconstituting their social worlds over time [28].…”

Section: Information and Communication Technologies (Icts) For Develomentioning

confidence: 99%

Virtual Tutoring and Counseling in Schools

Cano

López-Meneses

2012

ISRN Education

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This paper is a report on the findings of a study conducted on ten primary and secondary schools in Spain where we evaluated how digital tools can contribute to reinforce and develop new ways of tutoring and counseling. The research shows how many counseling functions can be highly enhanced with the use of virtual tools, that is, academic planning, career postsecondary planning, tutoring, counseling, and personal-social development. One of the most important school counselor's roles is to coordinate resources and services to best assist students and families in fulfilling their needs. Virtual tutoring and counseling through the development of virtual communities are key strategies to better connect with groups-students, parents, administrators, teachers, and others-as part of comprehensive developmental tutoring and counseling programs. Indeed, effective school counseling programs are a collaborative effort among many important groups of people whom digital tools help significantly.

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Building Skills for School Success: Improving the Academic and Social Competence of Students

Cited by 53 publications

References 10 publications

Recursos multimídia no ensino de habilidades sociais a crianças de baixo rendimento acadêmico

Recursos multimídia no ensino de habilidades sociais a crianças de baixo rendimento acadêmico

The Correlation between Extracurricular STEM Activities and Students with Disabilities

Virtual Tutoring and Counseling in Schools

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