Can Computers Teach Social Skills to Children? Examining the Efficacy of "The Social Express" in an African-American Sample

Autor/inn/en	Krach, S. Kathleen; McCreery, Michael P.; Doss, Kanessa Miller; Highsmith, Dasha M.
Titel	Can Computers Teach Social Skills to Children? Examining the Efficacy of "The Social Express" in an African-American Sample
Quelle	In: Contemporary School Psychology, 25 (2021) 3, S.321-331 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krach, S. Kathleen) ORCID (McCreery, Michael P.) ORCID (Doss, Kanessa Miller) ORCID (Highsmith, Dasha M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-019-00270-z
Schlagwörter	Interpersonal Competence; Skill Development; Program Effectiveness; Training; Computer Assisted Instruction; Grade 3; Grade 4; Grade 5; Elementary School Students; African American Students; At Risk Students; Behavior Problems; Behavior Modification + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Computer based training; Computerunterstützter Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Behaviour modification; Verhaltensänderung
Abstract	This study examined the efficacy of a computer-based social skills training program, "The Social Express." Independent researchers evaluated the program at both a school-wide level (Tier 1) and at a referred group level (Tier 2). The sample included third-, fourth-, and fifth-grade students in a Title 1 public school with a 100% African-American population. At the Tier 1 level, pre-post (immediate) comparisons on a social skills rating scale indicated statistically significant differences by group at the [alpha] = 0.10 level (p = 0.058). A significant Tier 1 quadratic effect for time (pre-test, post-test (immediate), post-test [delayed]) was found (p = 0.029) as well. At the Tier 2 level, pre-post comparisons indicated no statistically significant group improvement. Pre-post comparisons at the individual level found that about 39% of the children had statistically significant improvement in social skills, with 9% indicating a decrease in problem behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01