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Effects of the WhyTry social skills program on students with emotional and/or behavioral problems in an alternative school.
- Source :
- Emotional & Behavioural Difficulties; Jun2012, Vol. 17 Issue 2, p175-194, 20p
- Publication Year :
- 2012
-
Abstract
- Social skills training (SST) is an evidence-based intervention to help increase social competence for students with emotional and behavioral disorders (EBD), but there is limited research that addresses SST for students identified as experiencing EBD at alternative campuses. A mixed methods design was utilized to examine SST at an alternative campus for students identified as experiencing EBD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which the WhyTry SST program (Moore 2008, WhyTry, Salt Lake City, UT, USA) was implemented. Following the intervention, the same data were collected. Non-parametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Triangulation methods drove the qualitative data collection through observations, student interviews, and teacher interviews. Insight into motivation and perceptions was gained through the qualitative analysis. [ABSTRACT FROM AUTHOR]
- Subjects :
- SOCIAL skills education
BEHAVIOR disorders in children
INTERVIEWING
RESEARCH methodology
PROBABILITY theory
QUESTIONNAIRES
RESEARCH evaluation
SCALES (Weighing instruments)
SCHOOL discipline
SELF-perception
SOUND recordings
U-statistics
JUDGMENT sampling
PRE-tests & post-tests
DESCRIPTIVE statistics
CHILDREN
Subjects
Details
- Language :
- English
- ISSN :
- 13632752
- Volume :
- 17
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Emotional & Behavioural Difficulties
- Publication Type :
- Academic Journal
- Accession number :
- 104448509
- Full Text :
- https://doi.org/10.1080/13632752.2012.675135