Enhancing First-Grade Students' Social Skill Performance: The Interaction of Tootling and Activities on Social Skill Engagement

Autor/inn/en	Crewdson, Margaret; Skinner, Christopher H.; Wilson, Chelsea; Fowler, Kristen; Richardson, Robert; Wilhoit, Brian
Titel	Enhancing First-Grade Students' Social Skill Performance: The Interaction of Tootling and Activities on Social Skill Engagement
Quelle	In: Psychology in the Schools, 60 (2023) 10, S.4061-4078 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skinner, Christopher H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22984
Schlagwörter	Interpersonal Competence; Social Development; Grade 1; Elementary School Students; Skill Development; Cooperation; Play; Rewards; Competition; Program Effectiveness; Prosocial Behavior + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Soziale Entwicklung; School year 01; 1. Schuljahr; Schuljahr 01; Kompetenzentwicklung; Qualifikationsentwicklung; Co-operation; Kooperation; Spiel; Reward; Belohnung; Wettkampf
Abstract	We extended research on social skills training to determine if the activities first-grade students were engaged in while Tootling would influence their performance of two recently trained social skills: complimenting and encouraging peers. After receiving social skills training, students engaged in two experimental small-group activities, a cooperative activity and a parallel-play activity. During both activities, a Tootling intervention was applied and interdependent group rewards (e.g., every student in the class receives the reward) were delivered contingent upon the number of peer reports of classmates providing compliments and encouragements meeting an unknown, randomly selected criterion. Students also engaged in their typical classroom activity, an individual competition, without Tootling. Statistical analysis indicated that during the cooperative-play activity there were significantly higher levels of complimenting and encouraging than during the parallel-play and individual competition activities. More compliments were delivered during the parallel-play activity than during the individual competition, but there was no significant difference in encouragements across the two conditions. Also, during the parallel-play activity, compliments where higher than encouragements. These findings suggest that after social skills training, Tootling can enhance social skill performance when educators schedule activities that provide opportunities to engage in these recently trained skills. Discussion focuses on task and goal structures associated with activities and applied implications for enhancing social skill development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01