Document Type

Dissertation

Degree

Doctor of Education

Major

Teaching-Learning Processes

Date of Defense

2-15-2012

Graduate Advisor

Michael W. Bahr, Ph.D.

Co-Advisor

Lori Newcomer

Committee

Michael Bahr

Lori Newcomer

Alina Slapac

Lloyd Richardson

Abstract

Social skills are important for success in school as well as in life. Social skills training (SST) has been effective in teaching students required skills within the context of the training site, but often these have not generalized to additional settings (DuPaul & Eckert, 1994). This study researches the effect of adding self-management to an existing training program to determine if it will increase generalization of learned behaviors. Elementary students in a mid-west school were taught social skills in a pull-out program, but those skills did not generalize for many of those students into the classroom or other settings. Five students were then selected for additional intervention by teacher and counselor nominations. Each student had a target social skill that was identified for improvement. The target skill was assessed using multiple measures such as records of student discipline, teacher ratings, student ratings, grades, teacher survey, parent survey, and student survey. Adding a self-management system for four weeks increased generalization of learned social skills to other settings such as classroom, playground, cafeteria, art, and music classes. Implications for practice and future research are discussed.

Included in

Education Commons

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