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Classroom-based social skills traini...

King, D. Randall, Jr.

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Classroom-based social skills training as primary prevention in kindergarten: Teacher ratings of social functioning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Classroom-based social skills training as primary prevention in kindergarten: Teacher ratings of social functioning./
Author:	King, D. Randall, Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2001,
Description:	122 p.
Notes:	Source: Dissertations Abstracts International, Volume: 62-08, Section: A.
Contained By:	Dissertations Abstracts International62-08A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9983993
ISBN:	9780599903340

Classroom-based social skills training as primary prevention in kindergarten: Teacher ratings of social functioning.
King, D. Randall, Jr.

Classroom-based social skills training as primary prevention in kindergarten: Teacher ratings of social functioning. - Ann Arbor : ProQuest Dissertations & Theses, 2001 - 122 p.

Source: Dissertations Abstracts International, Volume: 62-08, Section: A.

Thesis (Ed.D.)--University of Missouri - Saint Louis, 2001.

This investigation is a study of a primary prevention intervention delivered by classroom teachers. Kindergarten teachers were trained using an adapted version of the Stop and Think Social Skills Program over the past five calendar years. Instruction in the adapted training program involves the school psychology staff of Parkway School District providing three hours of instruction on the theoretical underpinnings and methodology of the Adapted Stop and Think Social Skills Program. Three classroom visits were made by the school psychology staff to insure treatment integrity. This study proposes that students who receive instruction from their teacher in the preventative social skills program will evidence higher degrees of social competence than their classmates who did not receive the instruction. Additionally, it proposes that students who evidence high degrees of pro-social behavior will be perceived by their teachers as having a secure attachment. One hundred thirteen Kindergarten students were rated by their teachers using the Social Skills Rating System and the Teacher-Student Attachment Questionnaire. Typically occurring indices such as the number of discipline referrals to the principal's office, the number of discipline referrals to the building's collaborative problem-solving team and number of special education referrals were also analyzed. The results demonstrate that children who received instruction in the preventative social skills program showed fewer problem behaviors and fewer hyperactive behaviors than their counterparts who did not receive instruction in the preventative social skills program from their teachers. This result indicates that children who receive the preventative social skills program have better-regulated behavior which is considered to be an important element of social competence. This better regulated behavior was evidenced when looking at the typically occurring indices. Children who were exposed to the preventative social skills program were sent less often to the principal for discipline problems and were referred less often for behavioral concerns to the building's collaborative problem-solving team than were their classmates who did not receive the preventative social skills program. The investigation discovered a strong positive relationship between social competence and attachment. Students who demonstrate better-regulated behavior are perceived by their teachers as having secure attachments.

ISBN: 9780599903340Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Kindergarten

Classroom-based social skills training as primary prevention in kindergarten: Teacher ratings of social functioning.
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520 $a This investigation is a study of a primary prevention intervention delivered by classroom teachers. Kindergarten teachers were trained using an adapted version of the Stop and Think Social Skills Program over the past five calendar years. Instruction in the adapted training program involves the school psychology staff of Parkway School District providing three hours of instruction on the theoretical underpinnings and methodology of the Adapted Stop and Think Social Skills Program. Three classroom visits were made by the school psychology staff to insure treatment integrity. This study proposes that students who receive instruction from their teacher in the preventative social skills program will evidence higher degrees of social competence than their classmates who did not receive the instruction. Additionally, it proposes that students who evidence high degrees of pro-social behavior will be perceived by their teachers as having a secure attachment. One hundred thirteen Kindergarten students were rated by their teachers using the Social Skills Rating System and the Teacher-Student Attachment Questionnaire. Typically occurring indices such as the number of discipline referrals to the principal's office, the number of discipline referrals to the building's collaborative problem-solving team and number of special education referrals were also analyzed. The results demonstrate that children who received instruction in the preventative social skills program showed fewer problem behaviors and fewer hyperactive behaviors than their counterparts who did not receive instruction in the preventative social skills program from their teachers. This result indicates that children who receive the preventative social skills program have better-regulated behavior which is considered to be an important element of social competence. This better regulated behavior was evidenced when looking at the typically occurring indices. Children who were exposed to the preventative social skills program were sent less often to the principal for discipline problems and were referred less often for behavioral concerns to the building's collaborative problem-solving team than were their classmates who did not receive the preventative social skills program. The investigation discovered a strong positive relationship between social competence and attachment. Students who demonstrate better-regulated behavior are perceived by their teachers as having secure attachments.
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