The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders
Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavio...
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| Veröffentlicht in: | Behavioral disorders 1995-08, Vol.20 (4), p.253-266 |
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| creator | Moore, Rhonda J. Cartledge, Gwendolyn Heckaman, Kelly |
| description | Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom. |
| doi_str_mv | 10.1177/019874299502000406 |
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A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.</description><identifier>ISSN: 0198-7429</identifier><identifier>EISSN: 2163-5307</identifier><identifier>DOI: 10.1177/019874299502000406</identifier><language>eng</language><publisher>Los Angeles, CA: Council for Children with Behavioral Disorders</publisher><subject>Adolescents ; Applied Behavior Analysis ; Behavior ; Behavior Disorders ; Behavior Patterns ; Behavior Problems ; Behavioral disorders ; Child & adolescent psychiatry ; Child behavior disorders ; Children & youth ; Emotional Disturbances ; Games ; High School Students ; High Schools ; Independent study ; Instructional Effectiveness ; Interpersonal Competence ; Intervention ; Leisure Education ; Maintenance ; Peer Relationship ; Physical education ; Recreation ; Self Evaluation (Individuals) ; Social behavior ; Social skills ; Student Behavior ; Teaching Methods ; Teaching Models ; Teenagers ; Training ; Transfer of Training</subject><ispartof>Behavioral disorders, 1995-08, Vol.20 (4), p.253-266</ispartof><rights>Copyright 1995 The Council for Children with Behavioral Disorders</rights><rights>1995 Hammill Institute on Disabilities. 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Greater overall improvements were found in the classroom.</description><subject>Adolescents</subject><subject>Applied Behavior Analysis</subject><subject>Behavior</subject><subject>Behavior Disorders</subject><subject>Behavior Patterns</subject><subject>Behavior Problems</subject><subject>Behavioral disorders</subject><subject>Child & adolescent psychiatry</subject><subject>Child behavior disorders</subject><subject>Children & youth</subject><subject>Emotional Disturbances</subject><subject>Games</subject><subject>High School Students</subject><subject>High Schools</subject><subject>Independent study</subject><subject>Instructional Effectiveness</subject><subject>Interpersonal Competence</subject><subject>Intervention</subject><subject>Leisure Education</subject><subject>Maintenance</subject><subject>Peer Relationship</subject><subject>Physical education</subject><subject>Recreation</subject><subject>Self Evaluation (Individuals)</subject><subject>Social 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Disorders</atitle><jtitle>Behavioral disorders</jtitle><date>1995-08</date><risdate>1995</risdate><volume>20</volume><issue>4</issue><spage>253</spage><epage>266</epage><pages>253-266</pages><issn>0198-7429</issn><eissn>2163-5307</eissn><abstract>Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.</abstract><cop>Los Angeles, CA</cop><pub>Council for Children with Behavioral Disorders</pub><doi>10.1177/019874299502000406</doi><tpages>14</tpages></addata></record> |
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| identifier | ISSN: 0198-7429 |
| ispartof | Behavioral disorders, 1995-08, Vol.20 (4), p.253-266 |
| issn | 0198-7429 2163-5307 |
| language | eng |
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| source | Jstor Complete Legacy; Periodicals Index Online |
| subjects | Adolescents Applied Behavior Analysis Behavior Behavior Disorders Behavior Patterns Behavior Problems Behavioral disorders Child & adolescent psychiatry Child behavior disorders Children & youth Emotional Disturbances Games High School Students High Schools Independent study Instructional Effectiveness Interpersonal Competence Intervention Leisure Education Maintenance Peer Relationship Physical education Recreation Self Evaluation (Individuals) Social behavior Social skills Student Behavior Teaching Methods Teaching Models Teenagers Training Transfer of Training |
| title | The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders |
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