Collaborative Mainstream Integration of Social Skills With Academic Instruction

Korinek, Lori; Popp, Patricia A.

doi:10.1080/10459889709603284

Cited by 23 publications

(28 citation statements)

References 6 publications

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“…This result is similar to Turner, Mc Donald and Somerset [38], which concluded that there is a significant relationship among life skills, mathematical reasoning, and critical thinking. Furthermore, the result is similar to that of the study by Korinek and Popp [39], which concluded that verbal and nonverbal behaviors affect peer interactions and social consequences.Current studies within the field of special education that relate to this study center are looking at students participation and progress within the general education curriculum [40]. Many educators are seeking to determine if the standards-based reform is creating a curriculum for hearing impaired students that is focusing more on academic skills, resulting in less time being spent on functional skills [7].…”

Section: Discussionsupporting

confidence: 80%

Effect of Life Skills Training on Social Skills of Hearing Impaired Students

Movallali¹,

Ashori²,

Jalil-Abkenar³

et al. 2014

IOSR-JRME

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Section: Discussionsupporting

confidence: 80%

Effect of Life Skills Training on Social Skills of Hearing Impaired Students

Movallali¹,

Ashori²,

Jalil-Abkenar³

et al. 2014

IOSR-JRME

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“…This is in agreement with the results of Turner, McDonald and Somerset (2008) who concluded that there were significant relationships among life skills, mathematical reasoning, and critical thinking. Furthermore, our results were similar with those of Korinek and Popp (1997) who concluded that verbal and nonverbal behavior affected peer interaction and social consequence. Current research about special education relating to social skills focuses on students' participation and progress in the general education program (Hager & Slocum, 2002).…”

Section: Discussionsupporting

confidence: 82%

Effect of Training of Life Skills on Social Skills of High School Students With Intellectual Disabilities

Behroz-Sarcheshmeh¹,

Karimi²,

Mahmoudi³

et al. 2017

PCP

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Objective:In this study, we planned to investigate the effectiveness of life skills training on the social skills of students with intellectual disabilities. Methods:In this experimental study, with pretest and posttest design and control group, an equal number of participants was randomly assigned to experimental and control group. Life skills training were provided to experimental group (n=20) in nine sessions, whereas control group was in neutral state. The teacher completed the pretest and posttest Social Skills Rating Scale (Teacher Form) for the participants. The data were analyzed by multivariate analysis of covariance (MANCOVA) using SPSS software. Results:The results of MANCOVA revealed a significant difference between total social skills and subscales of the test (cooperation, assertiveness, and self-control) in the experimental group (P<0.005), whereas there was no significant difference in the control group. It is important that educators and parents reinforce learning of social skills through direct and indirect life skills training procedure. Conclusion:The results of this study support the effectiveness of life skills training including cooperation, assertion, and self-control on social skills of high school students with intellectual disabilities.

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“…That is, teachers find small increments of time (i.e., 15-30 minutes) to infuse social skills instruction into daily academic content without removing students from the classroom (Korinek & Popp, 1997). Incorporating SST into whole-class instruction has several advantages.…”

Section: Large-group Social Skills Instructionmentioning

confidence: 99%

Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school‐based professionals

Sansosti

2010

Psychology in the Schools

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The quintessential characteristic of autism spectrum disorders (ASD) is having difficulty with basic social interactions. Due to the pervasiveness of their social skills difficulties, it is necessary that supports for increasing social skills of children with ASD are included as part of the educational plan within schools. The purpose of this article is to provide educators with a framework for using multiple tiers of instruction to teach social skills to children with ASD. Specifically, a number of evidence-based strategies for teaching social skills are summarized within a systemic, multitiered approach. It is anticipated that such a model proves helpful as educators address issues related to service delivery provisions for students with ASD. C 2010 Wiley Periodicals, Inc.

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Collaborative Mainstream Integration of Social Skills With Academic Instruction

Cited by 23 publications

References 6 publications

Effect of Life Skills Training on Social Skills of Hearing Impaired Students

Effect of Life Skills Training on Social Skills of Hearing Impaired Students

Effect of Training of Life Skills on Social Skills of High School Students With Intellectual Disabilities

Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school‐based professionals

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