Cultural Diversity and Social Skill Instruction

Cartledge, Gwendolyn; Loe, Scott A.

doi:10.1207/s15327035ex091&2_4

Cited by 25 publications

(25 citation statements)

References 22 publications

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“… Greater effort to select social skills for training that are based on empirical evidence regarding their social validity. That is, the skills to be taught should be those that do actually increase the chance of successful outcomes from the social interactions of young people. Greater attention to cultural issues to ensure that target skills are selected according to what is culturally appropriate for the child's context and that children are taught to discriminate between different cultural contexts that demand different social responses (Cartledge & Loe, 2001). Group leaders should aim to maximise the participation of all group members and to include young people in the identification of target behaviours and developing the rationale for SST. Ensure adequate duration of training.…”

Section: Methods To Enhance the Efficacy Of Sstmentioning

confidence: 99%

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Social Skills Training with Children and Young People: Theory, Evidence and Practice

Spence

2003

Child Adoles Ment Health

367

247

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Deficits in social skills and social competence play a significant role in the development and maintenance of many emotional and behavioural disorders of childhood and adolescence. Social skills training (SST) aims to increase the ability to perform key social behaviours that are important in achieving success in social situations. Behavioural SST methods include instructions, modelling, behaviour rehearsal, feedback and reinforcement, frequently used in association with interpersonal problem solving and social perception skills training. Effective change in social behaviour also requires interventions that reduce inhibiting and competing behaviours, such as cognitive restructuring, self-and emotional-regulation methods and contingency management. Research suggests that SST alone is unlikely to produce significant and lasting change in psychopathology or global indicators of social competence. Rather, SST has become a widely accepted component of multi-method approaches to the treatment of many emotional, behavioural and developmental disorders.

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Section: Methods To Enhance the Efficacy Of Sstmentioning

confidence: 99%

“…• Greater attention to cultural issues to ensure that target skills are selected according to what is culturally appropriate for the child's context and that children are taught to discriminate between different cultural contexts that demand different social responses (Cartledge & Loe, 2001).…”

Section: The Effectiveness Of Social Skills Trainingmentioning

confidence: 99%

Social Skills Training with Children and Young People: Theory, Evidence and Practice

Spence

2003

Child Adoles Ment Health

367

247

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“…Parents of CLD children with autism might also have the same level of influence on their children's social skill development as other parents. In fact, CLD parents' roles can be more significant and unique, given the general understanding that all children learn culturally valued social skills from their parents and the communities in which they belong (Cartledge & Loe, 2001). Therefore, when an intervention is designed for CLD students and their families, it is critical to consider the cultural responsiveness of the social behavioral intervention to meet the values and contextual needs of families and communities.…”

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confidence: 99%

Use of Video Modeling to Teach Developmentally Appropriate Play With Korean American Children With Autism

Kim

2016

Research and Practice for Persons with Severe Disabilities

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Given the increased number of students with disabilities who have culturally and linguistically diverse backgrounds in the United States, there has been growing attention to the cultural responsiveness of evidence-based behavioral interventions. The current study examined the effects of video modeling intervention on social play and interactions of three Korean American children with autism. Developmentally and linguistically appropriate social and play levels were identified for each child prior to the intervention and applied to set individualized intervention goals. The children watched video clips of their mothers and the researcher engaging in appropriate social play prior to play sessions with their mothers. The results indicate that scripted verbalizations and play actions increased among all children with autism and were maintained at high levels when measured 2 weeks post intervention. Generalization across novel players and toy sets was also observed at relatively lower, but still increased levels. The procedures and results can assist practitioners and researchers in better understanding how to consider designing and implementing culturally responsive behavioral interventions for culturally and linguistically diverse children with autism and their families.

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“…• addressing students with a calm voice reduces and relieves a tense and undesirable situation • talking to a student about problems in private (after school, not in front of everyone) shows caring for a person • appreciating a child's personality, encouraging students in their effort to abide by the classroom rules and behave pro-socially, and encouraging their persistence and drive to not give up as soon as the first obstacle is encountered • carefully designing classroom activities that will engage students (give both oral and written instructions) • a good relationship with parents improves discipline, a relationship of trust and mutual respect. In order to develop a comprehensive set of skills and strategies that will help teachers stimulate children's social growth and development, and promote prosocial behaviour (and thus establishing a positive classroom discipline), teachers need the help and support of the entire school community (Cartledge & Loe, 2001;Lo et al, 2002). School professional staff can be of great help to teachers In this domain -professionals like educators, psychologists, speech therapists.…”

Section: Guidelines For Improving Classroom Disciplinementioning

confidence: 99%

Effective School Discipline – The Precondition for Successful Teaching

Klasnić

Đuranović

2018

SIE

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Students and their behaviour at school has been the subject matter of many scientific texts. This article aims to present Croatian and international literature of the past 30 years on the subject of school discipline. School and classroom discipline, or lack thereof, is a problem that troubles many schools around the world. The article discusses the epistemological roots of the term discipline. Looking at discipline from a pedagogical point of view, it is not considered to mean unquestioned obedience, but a requirement for achieving a high quality learning and teaching process. As such, discipline does not represent the objective of the teaching process, but rather a means of ensuring optimal and encouraging circumstances, as well as harmonious cooperation between students and teachers. Working in such conditions is characterized by a high degree of commitment and motivation of all participants of the teaching process. The article presents possible causes of indiscipline, the importance of a teacher’s personality in achieving the desired discipline and possible strategies for classroom management. The authors present several suggestions that could help teachers practitioners in establishing and maintaining discipline.

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Cultural Diversity and Social Skill Instruction

Cited by 25 publications

References 22 publications

Social Skills Training with Children and Young People: Theory, Evidence and Practice

Social Skills Training with Children and Young People: Theory, Evidence and Practice

Use of Video Modeling to Teach Developmentally Appropriate Play With Korean American Children With Autism

Effective School Discipline – The Precondition for Successful Teaching

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