Decreasing Disruptive Behaviors through Social Skills Instruction

This document discusses a program designed to decrease students' off-task behaviors in order to help create a positive learning environment. The targeted population consisted of elementary students from two midwestern communities. Children attended schools in both lower-middle class and upper-middle class schools. The problem of off-task behavior was documented through Teacher Social Skills Surveys and Student Social Skills Surveys, which revealed a high frequency of classroom disruptions. Analysis determined that the Student Behavior Observation Checklists supported findings from the teacher and student surveys. The probable cause data collected from student survey responses revealed a lack of strategies for handling a variety of conflict situations in the classroom. The school faculty reported a high frequency of student off-task behaviors in the classrooms, which took away from instructional time. A review of solution strategies emphasized positive social skill development and providing ample class time for student reflection on a variety of issues related to social skills. The final results of the Student Social Skills Surveys and the Student Behavior Observation Checklists revealed a decrease in disruptive, inappropriate behaviors. A majority of students were positively influenced by the strategies and as a result, their social skills improved. (Contains 15 figures and 29 references.) (JDM)