Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti‐Rao, Shobana; Gibson, Lenwood; Keyes, Starr E.

doi:10.17988/bedi-41-04-209-225.1

Cited by 18 publications

(9 citation statements)

References 40 publications

(55 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These results also supported the importance of addressing cultural responsiveness in school-based positive behavior support (Sugai et al, 2012; Vincent et al, 2011). Most importantly, the current study provides evidence that contributes to the limited literature on the effectiveness of culturally responsive SSI (Brophy, 2011; Lo et al, 2011; P. D. Robinson-Ervin, 2012) and presents the first empirical investigation that involved Latino ELLs.…”

Section: Discussionmentioning

confidence: 80%

See 1 more Smart Citation

Culturally Responsive Social Skill Instruction for Latino Male Students

Correa

Anderson

2014

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the effects of culturally responsive social skill instruction through a peer-mediated format on the social interactions of eight Mexican-heritage elementary Latino male participants with non-Latino students during recess. Four participants were trained to serve as tutors to deliver 12 computer-assisted social skill lessons with embedded video models on friendship building to their peers. Using a single case, multiple probe across student dyads design, the results of this study indicated that all participants increased the number of appropriate verbal social interactions with non-Latino peers. Implications for practice and future research are discussed in relation to culturally responsive social skill instruction for Latino students.

show abstract

Section: Discussionmentioning

confidence: 80%

“…P. D. Robinson-Ervin (2012) examined the effects of computer-assisted culturally responsive SSI on the social skill acquisition and generalization of six sixth-grade students with emotional and behavioral disorders.…”

Section: Culturally Responsive Social Skill Instructionmentioning

confidence: 99%

Culturally Responsive Social Skill Instruction for Latino Male Students

Correa

Anderson

2014

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

show abstract

“…The last step of Phase 1 is to provide examples and nonexamples of the targeted social skill. These examples should be relevant to the specific targeted social behavior that the student is displaying in the classroom so that they are developmentally and culturally relevant (Robinson-Ervin et al, 2016).…”

Section: Phase 1: Pre-social Skills Practice Strategiesmentioning

confidence: 99%

Social Skills Practice Strategy Opportunities for Students With EBD

Kumm

Reeder²,

Farrell

2021

Beyond Behavior

View full text Add to dashboard Cite

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

show abstract

“…Incorporating Positive Behavior Intervention and Support (PBIS), a behavior management system that supports and teaches desirable changes in behavior through positive reinforcement in the environment, produces even more of a positive effect in the classroom setting when combined with mentoring (Crone, Horner and Hawken, 2004;Todd et al, 2008) both in elementary (Cheney et al, 2009) and high school settings (Sinclair et al, 2005). Social skills training (SST), a method that has a strong positive research base, is a form of instruction used by teachers and trainers to help persons learn positive and varied ways of relating to others through verbal, as well as non-verbal behaviors involved in social interactions (McDaniel et al, 2017;Robinson-Ervin et al, 2016). The mentor provides the platform for introducing appropriate social skills instruction, social goal setting for the day and reinforcement when the goals are met.…”

Section: Check-in Check-out Interventionmentioning

confidence: 99%

“…Although the problem of over-identification is intensified by the cultural gap and is increased by the schools inability to adapt and understand the culture of all children represented in a microcosm, methods to provide African-American males with a set of social skills that work well in these settings has proven to be effective (Brophy, 2011; Kourea et al , 2016; Robinson-Ervin et al , 2016). CICO is a simple behavioral intervention designed for use during a single 15- to 30-minute period (Dart et al , 2012).…”

Section: Check-in Check-out Interventionmentioning

confidence: 99%

The effects of check-in check-out on the academic planning and behavior of African American males

Toms

Campbell-Whatley

Stuart

et al. 2018

JME

View full text Add to dashboard Cite

Purpose-The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March and amp; Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning with three African-American ninth-grade males identified with emotional and behavioral disorders. A concurrent baseline across participants design was used to evaluate participants' performance on academic planning and behavior. Results indicate that the combination of social skill instruction and academic planning with the CICO mentoring program improved participants' academic planning and behavior. Design/methodology/approach-This study used a concurrent multiple baseline across participants design to determine the effect of the CICO mentoring program. CICO was combined with academic planning and social skills training to determine the effect on the DRC scores and the student's educational success skills. This study included three phases: baseline, intervention (which included academic planning, social skills training and CICO) and maintenance. Findings-All of the participants were below 50 per cent during baseline for points earned on the daily report card and the execution of steps for academic planning. During intervention, all of the participants had an increase in level and trend for both skills. Participants were able to maintain the skills two weeks after intervention. Research limitations/implications-This study has several limitations. First, the study was conducted in an urban setting; therefore, it cannot be generalized to other geographical populations, such as rural or suburban students. Second, the study is not generalizable to self-contained settings, resource rooms or other school environments. Third, the use of DRC data, as opposed to direct observations of behavior, is a strong limitation. Consequently, it is possible that improvements in DRC scores were because of changes in teacher perceptions rather than actual changes in student behavior. Practical implications-The study presents several implications for future studies. First, researchers could investigate different service-level settings (e.g. self-contained or resource) and different settings (e.g. suburban or rural). Second, researchers could focus on varied populations that are targeted for inappropriate behavior or academic difficulties such as English Language Learners. Researchers could also examine the effects of tutoring with CICO and investigate if mentoring is generalizable to community settings.

show abstract

Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

Cited by 18 publications

References 40 publications

Culturally Responsive Social Skill Instruction for Latino Male Students

Culturally Responsive Social Skill Instruction for Latino Male Students

Social Skills Practice Strategy Opportunities for Students With EBD

The effects of check-in check-out on the academic planning and behavior of African American males

Contact Info

Product

Resources

About