Preferred and Promising Practices for Social Skills Instruction

Sugai, George; Lewis, Timothy J.

doi:10.17161/fec.v29i4.6862

Cited by 7 publications

(8 citation statements)

References 4 publications

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“…The present study's findings show consistency with other study findings which have shown that mentally retarded individuals can gain various social skills by using the social skills teaching program developed based on the direct instruction approach (Alptekin, 2010;Cakir, 2006;Cashwell, Skinner, & Smith, 2001;Emecen, 2011;Erwin, 1994;Rutherford, Mathur, & Quinn, 1998;Sugai & Lewis, 1996).…”

Section: Discussionsupporting

confidence: 90%

“…As well as meeting the requirements of the students to make these programs functional, determining problem behaviors and alternative social behaviors for problem behaviors, properly defining social behaviors to be taught, preparing social skills teaching programs, using appropriate evaluation and following methods increase the functionality and effectiveness of these programs (Sugai & Lewis, 1996). The researchers have emphasized that teachers should be aware of the requirements of the students, should believe in the importance of social skills teaching and should include social skills in the education program to increase the success of social skills teaching programs (Maag & Weber, 1995;Sugai & Lewis, 1996, Warger & Rutherford, 1993. In this study, target social skills were determined after interviewing with teachers, and three social skills which are important for teachers and regarded as essential for students were taught with academic skills.…”

Section: Discussionmentioning

confidence: 99%

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Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings

Özokçu¹,

Akçamete²,

Özyürek³

2017

JETS

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The purpose of this study is to reveal whether or not the social skills teaching program based on the direct instruction approach is effective on the ability of mentally retarded students in regular classroom settings to gain social skills such as apologizing, asking for help and finishing a task on time, and to generalize these abilities. This study used the model of multiple-probe design between subjects which takes place in the research methods of single-subject design. The researchers carried out this study with one 12-year-old male student and two female students, ages 12 and 11. To collect study data, this study used the teacher interview form, the social skills checklist, criterion-referenced measurement tools and data record tables. Graphical analyses were used to analyze data. To use target social skills (skills of apologizing, asking for help and finishing a task on time) in education, instructional plans that included acting as a model, guided practice and independent practice steps, which are the basic stages of the direct instruction approach, were prepared. In the social skills program, teaching sessions were held separately and conducted 3 days per week. At the end of the teaching sessions, generalization sessions took place. After this study, it was seen that the social skills teaching program based on the direct instruction approach was effective on the ability of three mentally retarded students to gain the target social skills and to generalize these abilities.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings

Özokçu¹,

Akçamete²,

Özyürek³

2017

JETS

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“…In http: //dx.doi.org/10.15405/epsbs.2016.11.52 eISSN: 2357-1330 responsibility of the Organizing Committee of the conference 514 addition, Sugai and Lewis (2009) compared the psychological health and social compatibility of intelligent female students in three educational situations, talent, non-profit, and ordinary schools, in both secondary and high schools. The results of this investigation indicated that the intelligent female students had no meaningful difference in the variables of psychological health and social compatibility in exceptional talent, non-profit, and ordinary schools.…”

Section: Responsibility Of the Conference Organization Committeementioning

confidence: 99%

Comparison of Social Skills between Students in Ordinary and Talented Schools

Daraee¹,

Salehi²,

Fakhr³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Social skills are considered one of the important factors in the success or failure of every individual in a society. Lack of research in this field along with its considerable significance motivated the present study. The present study presents a comparison of the social skills of students in ordinary schools and talented schools. The required data were collected using a standard questionnaire of students' social skills assessment. The statistical sample of the present investigation comprised female high school students in the province of Alborz, in which 200 students were selected from eight ordinary schools and 8 exceptional talent schools through cluster sampling. The results showed that the students of talented schools are significantly higher in appropriate social skills and are overconfident, but no significant difference was observed in other components. Teaching the appropriate social skills and providing opportunities and experiences that increase social interactions allows students to practice and apply social strategies and skills in all environments and situations in life.

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“…The first component is communication with peers. Verbal and nonverbal communication comprise one of the main components of social skills that teenagers must be able to master (Haager & Vaughn, 1995;Sugai & Lewis, 1996;Kolb & Hanley-Maxwell, 2003 The second social skills component is peer adjustment. According to Kingery, Erdley, and Marshall (2011), there exists a correlation between peer acceptance and adjustment at school.…”

Section: Introductionmentioning

confidence: 99%