Literaturnachweis - Detailanzeige
| Autor/inn/en | Vernon, D. Sue; Schumaker, Jean B. |
|---|---|
| Titel | Effects of Computerized Social Skills Instruction for At-Risk Adolescents |
| Quelle | In: Journal of Special Education Technology, 37 (2022) 2, S.225-240 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Vernon, D. Sue) ORCID (Schumaker, Jean B.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643421997043 |
| Schlagwörter | Interpersonal Competence; At Risk Students; Computer Software; Multimedia Instruction; Social Adjustment; Referral; Counties; School Counselors; Students with Disabilities; Individualized Education Programs; Generalization; Role Playing; Student Behavior; Scores; Skill Development; Test Results; Outcomes of Education; Student Attitudes; Program Effectiveness; Feedback (Response); Coping; Computer Assisted Instruction; Barriers; Suspension; Student Characteristics; Classification; Truancy; Violence; Behavior Problems; Knowledge Level; Tests Interpersonale Kompetenz; Multimediales Lernen; Soziale Anpassung; School counselor; Beratungslehrer; Pädagogischer Berater; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Rollenspiel; Student behaviour; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Bewältigung; Computer based training; Computerunterstützter Unterricht; Ausschluss; Schulausschluss; Classification system; Klassifikation; Klassifikationssystem; Schulabsentismus; Schulschwänzen; Schulverweigerung; Gewalt; Wissensbasis; Examination; Prüfung; Examen |
| Abstract | This study reports the effects of an interactive multimedia computer program for teaching social skills to youths with social-adjustment problems. Twelve youths (aged 11-17) were referred by the county diversion program or school guidance counselors. Seven were formally classified as having disabilities and had active Individualized Education Programs. A multiple-probe across-behaviors design was used, with each of the baselines demonstrating a youth's role-playing performance of one of three social skills. Three other measures were also collected: (a) time spent; (b) skill-knowledge scores; and (d) satisfaction ratings. Role-play results indicated that the students with and without disabilities successfully learned and performed the steps of the skills, and they generalized their use of the social skills to novel situations. Written test results indicated the students' knowledge of the social skills was significantly higher after the instruction than during pretesting. Importantly, the students endorsed the program, with most ratings at the "extremely satisfied" level. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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