Embed Social Skills Instruction in Inclusive Settings

Fenty, Nicole S.; Miller, Melissa A.; Lampi, Andrea

doi:10.1177/1053451207312922

Cited by 16 publications

(19 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A goal described by participants was to create a social context within the school environment in which a “seamless,” natural experience was achieved and where differences between students with and without severe disabilities were minimized. Natural environments are ideal in teaching social skills to students with disabilities, and developing these competencies occurs best when students with disabilities have the opportunity to engage with peers who model appropriate behavior (Fenty, Miller, & Lampi, 2008).…”

Section: Discussionmentioning

confidence: 99%

“I Never Truly Thought About Them Having Friends”

Leigers

Kleinert

Carter

2017

Rural Special Education Quarterly

View full text Add to dashboard Cite

Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed these interventions within their schools, issues emerging during implementation, and the impact of these interventions. We discuss themes surrounding (a) the impact of the context and structure of the school on implementation, (b) participants’ views on professional development related to these interventions, and (c) impact on students, peers, and the broader school community.

show abstract

Section: Discussionmentioning

confidence: 99%

“I Never Truly Thought About Them Having Friends”

Leigers

Kleinert

Carter

2017

Rural Special Education Quarterly

View full text Add to dashboard Cite

show abstract

“…Strategies such as engaging in meeting activities (e.g. greeting, listening, and responding to different members of the classroom) is a great way to build community within a classroom (Fenty, Miller, & Lampi, 2008). The teacher may also incorporate formal social skills instruction on positive peer interactions, peer acceptance (Cartledge & Loe, 2010) in their classrooms.…”

Section: Establishing a Sense Of Culturementioning

confidence: 99%

“…The authors maintain that using visual stimuli such as classroom bulletin board and wall displays as visual cues for students and incorporating classroom games will help reinforce the taught behaviors. Fenty et al (2008) recommended involvement of all members of the school faculty, parents, and also peers to help with maintenance and generalization of skills across different settings. According to Denham and Wessingberg (2004), positive interactions and relationships with non-disabled peers facilitate greater acceptance, increased self-confidence, and a sense of social self-efficacy for students from CLD background.…”

Section: Intervention Type Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

Promoting Social and Cultural Competence for Students from Diverse Backgrounds with Disabilities

Adera

Manning

2013

Multicultural Learning and Teaching

View full text Add to dashboard Cite

Amidst diversity in today's schools, challenges for students from culturally and linguistically diverse (CLD) backgrounds are growing. These students must acquire necessary social and cultural skills in order to navigate contrasting value systems and educational expectations despite potential cognitive and learning deficits. The combination of teacher bias and educational deficits imposes psychological stressors that inhibit the learning process. Acquisition of social-emotional and cultural competence relies heavily on teacher expertise. This article examines three key barriers (social interaction, social competence, and cultural competence) and proposes a line of inquiry for teachers to plan strategies and interventions that target socially valid and culturally relevant competencies for CLD students with disabilities.

show abstract

“…Through this program, school staffs teach children common language and common behavioural expectations, thus resulting in their learning of these skills (Fenty, Miller, & Lampi, 2008;Schoenfeld, 2008;Trussel, 2008). When children are taught how to interact with one another positively in different areas of the school, using lessons that are developed by their school, then the children learn to act in this way.…”

Section: Purpose and Questionsmentioning

confidence: 99%

Effective behavior support (EBS): "where we have been, where we are going"

Anderson¹

View full text Add to dashboard Cite

Effective Behavior Support (EBS) is a school-wide program that helps the school put strategies in place to teach children positive behavior. Students and staff embark on a journey together to make their school a rich environment for student learning.Research has shown that if students behave positively in their school, their academic performance can change. Over the past five years, our school has embarked on the journey to engage students in positive behavior. This action research project explored my school's current practices and allowed me to engage in critical dialogue with my colleagues to gain new insight and explore new paths to improve my practice for implementing the practices of EBS. As a coach of EBS , I felt it was time to look deeper into what we have done, what we are doing, and where we could go from here. There is a need to amalgamate our informatio. n, scrutinize our data, and put together an action plan proposal in order to ensure that our school stays on the positive behavior track on which it has been . So, welcome to my journey.

show abstract

Embed Social Skills Instruction in Inclusive Settings

Cited by 16 publications

References 12 publications

“I Never Truly Thought About Them Having Friends”

“I Never Truly Thought About Them Having Friends”

Promoting Social and Cultural Competence for Students from Diverse Backgrounds with Disabilities

Effective behavior support (EBS): "where we have been, where we are going"

Contact Info

Product

Resources

About