Social Skills Research Research Articles

The Effect of Origami Play Therapy on the Social Skills of Children with Intellectual Disabilities

Children with intellectual disabilities are individuals with intelligence below average, generally have barriers to social skills. Therapy to improve children's social skills is by playing origami therapy. This study aims to determine the effect of origami play therapy on the level of social skills in children with intellectual disabilities.The study was conducted in February 2023. Experimental research design with one group pretest-posttest approach. The total population is 89 students. The sampling technique through purposive sampling obtained 30 samples, data analysis with the Wilcoxon test. The results of social skills research before therapy most respondents had less social skills as much as 19 (63.3%), while after therapy, social skills increased, namely more than half 13 (43.3%) respondents had good social skills. In the statistical test, the result is a ρ value of 0.000, meaning that there was an effect of origami play therapy on the level of social skills in children with intellectual disabilities at Special Education School C Tulungagung. Origami play therapy carried out in groups will cause social interaction between children and peers so that they can improve children's social skills. It is recommended for educators to implement scheduled play therapy so that children's social skills are better.

Tensions Between Autistic Sociality, Communication, and Social Skills Research: Utilizing the Communication Bill of Rights to Support Autistic People.

Tensions Between Autistic Sociality, Communication, and Social Skills Research: Utilizing the Communication Bill of Rights to Support Autistic People.

PROFIL KETERAMPILAN SOSIAL PESERTA DIDIK SMP MUHAMMADIYAH 3 KADUNGORA KABUPATEN GARUT

The purpose of this research is to know the description of students' social skills SMP Muhammadiyah 3 Kadungora Kabupaten Garut. The method used is descriptive quantitative research with a social skills scale data collection tool. The results showed that social learning was based on moderate categories. Social skills according to gender shown by the social abilities of women are better than the social skills of male students. The results of social skills research in terms of aspects of social skills found aspects of self-understanding are in there is a low category, whereas communication of social interaction and empathy ability depends on the medium category .Keywords: Social skills, students

PENGARUH METODE EDUTAINMENT DAN IDENTITAS DIRI TERHADAP KETERAMPILAN SOSIAL ANAK

This study aimed to determine the effect of method of edutainment and self-concept towards the children's social skills in group A. The research method used in this research is experimental method with the treatment design by level 2 x 2 with 48 children samples. Social skills research data obtained was analyzed by analysis of variance (ANOVA) two lines and, which firstly tested by requirements test analysis through normality test with Liliefors test and homogeneity test with Bartlett test. The results showed that, (1) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach, (2) there are significant interaction between method of edutainment and self-concept of the child's social skills, (3) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach to children who have a positive self-concept, (4) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach to children who have a negative self-concept. Keyword : Edutainment Methode, Social Skill, self-identity

Overview and Preliminary Evidence for a Social Skills and Self-Care Curriculum for Adolescent Females with Autism: The Girls Night Out Model

A majority of social skills research in autism spectrum disorder (ASD) and interventions target school age males and no published studies target adolescent females with ASD or related disabilities. Females with ASD are at risk for internalizing symptoms, and experience greater challenges in socialization and communication as social demands become increasingly complex in adolescence. This paper provides a thorough description of a social skills and self-care program designed to address the specific needs of adolescent females with ASD. The approach is peer mediated and occurs within natural or community settings to facilitate generalization. Findings from program evaluation data collected across 4 years illustrate significant improvements in perceived social competence, self-perception, and quality of life and suggests the approach is feasible and social valid.

Long-term impact of the promotion of social and emotional skills

Social and emotional skills are protective factors against several negative functioning indicators. A current challenge on social and emotional skills research is to descrive of the long-term impact of social and emotional development programs. The objective of this follow-up study was to evaluate the long-term impact of a program for the development of social and emotional skills - "Crescer a Brincar" (Growing up Playing) - on disruptive behaviors and on students' engagement with school eight years after the beginning and four years after the end of the intervention. Results revealed that the experimental group registered lower disruptive behaviors and higher intrinsic motivation. These results have important implications for the promotion of positive youth development, especially for the promotion of health in school-based interventions.

Teaching game-playing social skills using a self-monitoring treatment package

We examined an alternative model to social skills and social competence training through conceptualizing social skills deficits according to a dichotomous model of either (a) not possessing the necessary skill in the behavioral repertoire or (b) possessing the skill but not using it appropriately. We hypothesized that many skills deficits could be explained by the latter interpretation. Using an ABAC design we compared the use of two behavioral monitoring systems: self-monitoring and group monitoring of social skills while playing board games. The data suggest substantial increases in prosocial behaviors along with concomitant reductions in antisocial behaviors as a result of the two monitoring procedures. Data also show generalization across gaming situations and maintenance over time. Suggestions are presented for further research to isolate the role of self-regulation in social skills research. © 2000 John Wiley & Sons, Inc.

Social Skills Interventions with Students with Emotional and Behavioral Problems: A Quantitative Synthesis of Single-Subject Research

Sixty-four single-subject studies examining the effectiveness of social skills interventions with students with emotional or behavioral problems were included in this synthesis. The results of quantitative synthesis procedures using percentage of nonoverlapping data suggest that social skills interventions have limited empirical support for their overall effectiveness. Implications for future social skills research and quantitative analysis methodology are discussed.

Analyzing Predictors of Daily Social Skill Performance

The purpose of this study was to examine the impact of play activities, teachers’ predictions of children's sociability, and intervention fidelity variables on the level of interaction between three preschoolers with autism and their typical peers. Children participated in daily play activity groups of three, including one youngster with autism and two peers. Following a baseline condition, all children in the class learned to exchange a range of prosocial overtures, including shares, play organizers, and assistance. Teachers then implemented an individual reinforcement contingency to maintain children's newly taught exchanges. Results indicated that social reciprocity and peer effort correlated most highly with target children's level of social interaction. Conversely, teachers’ choice of activity materials and predictions about sociability did not correlate with children's interactions during either experimental phase. These findings are discussed with regard to their implications for future social skills research and intervention.

The overtures of preschool social skill intervention agents. Differential rates, forms, and functions.

The purpose of this study was to examine the differential topographies and functions of social behaviors directed by normally developing preschoolers to their playmates with autism. Social interaction data from intervention phases of a study by Kohler, Strain, Hoyson, DeCesare, Donina, and Rapp were analyzed in three different ways. First, the frequency of four behaviors commonly included in social interaction training or assessment procedures (i.e., play organizer suggestions, share offers or requests, assistance offers or requests, and general statements) was examined. Second, the effects of each peer behavior on the immediate response of 3 children with autism were examined. Finally, the impact of each behavior that led to a positive response on the duration of subsequent target child-peer social interactions was examined. The four social behaviors had differential topographical and functional properties. Shares and play organizers occurred most frequently and generated the highest proportion of positive responses from all 3 children with autism. Conversely, assistance offers or requests occurred less often and received a lower percentage of positive responses. However, assistance behaviors consistently led to the longest social interactions. Implications of these results for future social skills training and research are discussed.

Generalization and maintenance of preschool children's social skills: a critical review and analysis.

This paper summarizes the results of a retrospective review of generalization in the context of social skills research with preschool children. A review of studies from 22 journals (1976 to 1990) that assessed generalization as part of social interaction research provided information concerning the prevalence of studies that have assessed generalization, common practices concerning the production and assessment of generalization, and the overall success of obtaining generalization and maintenance of social behaviors. A comparison of the most and least successful studies, with respect to generalization, revealed some differences concerning the practices employed by studies within each group. Differences differentially related to the production of generalization are discussed and recommendations are provided to guide and support future research efforts.

Perception of Social Affordances by Children With Mild Handicapping Conditions: Implications for Social Skills Research and Training

Children with mild handicapping conditions are at high risk for social isolation, a fact often attributed to their poor social skills and, occasionally, to their poor social perceptual skill. Past research, in the absence of a clear theoretical orientation to the role of perception in social competence, has yielded equivocal support for the perceptual-skill deficit hypothesis. This study, following an ecological approach to social perception, was designed to answer three questions: (a) Do children with mild handicapping conditions have different levels of skill in perceiving a social intention than those of nonhandicapped children? (b) Are the ratings of handicapped children's intention to play different from those for nonhandicapped children? (c) Do ratings of intention to play vary with the classification of the child's partner? To test these ideas, children (handicapped vs. nonhandicapped) viewed video clips of an encounter between two children (both handicapped, one handicapped and one nonhandicapped,...

Social Skills Assessment Technology for LD Students

Advances in a social skills assessment technology for students with learning disabilities are discussed. The modified definition of learning disabilities proposed by the Interagency Committee on Learning Disabilities is presented and discussed in the context of social skills assessment. The proposed definition identifies social skills deficits as a primary learning disability and evidence for this definition is presented. Social skills assessment techniques are reviewed and critiqued in terms of their psychometric adequacy. Finally, directions are suggested for future research in social skills functioning of students classified as learning disabled.

A content analysis of the conversational behavior of accepted and rejected children

The present study was designed to assess whether the conversational behavior of children separated into accepted, rejected, and mixed-status dyads differed along the dimensions of listening to, paying attention to, and indicating interest in their dyadic partner. Conversations of 40 third-grade dyads were analyzed as they occurred in a 2- min waiting period and a 4- min conversation period. Seventeen categories of verbal behaviors that indexed these dimensions were used as content codes. Multivariate analyses of variance performed on the observational data yielded significant main effects for status, sex, and experimental condition. Results are interpreted in terms of previous social skills research, and suggestions for future research are offered.

The measurement of interpersonal skills in instructional contexts

Interpersonal skills are not currently being assessed in many basic communication courses. A major reason for this may be the lack of a valid and flexible assessment format. An extensive review of social skills research and the data from a previous study were used to generate a sample of 25 molecular behavioral items relevant to the domain of conversational skill. These items were then selected for use in developing an instructional version of an interpersonal skills assessment form. In the first study, the behavioral items were used in self‐report recalled conversation format, and were found to substantially and positively relate to motivation, knowledge, and molar impressions of self‐competence in communicating. In all, the behaviors themselves explained 36 percent of the variance in self‐rated competence. In the second study, the behavioral items were used by instructors to rate the performance of subjects observed in dyadic get‐acquainted conversations. The behavioral items explained over 64 percent o...

A Critical Review of Social Skills Research with Behaviorally Disordered Students

Deficits in social skills are a distinguishing characteristic of behaviorally disordered individuals. There is an established relationship between deficits in interpersonal skills and long term adjustment difficulties, such as juvenile delinquency, bad conduct discharges from the military, and psychiatric hospitalization. In addition, employers consider social competencies to be more important than specific occupational skills. Thus, the development of social competence is important for behaviorally disordered individuals. Over the last 5 years numerous studies have evaluated social skill enhancement strategies. The present review was conducted to evaluate this research. The results indicate that: (a) research has failed to build a comprehensive body of knowledge due to the absence of a conceptual base; (b) training priorities have not been matched to learner needs or characteristics; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision; (e) investigators often fail to evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not shown that community adjustment can be enhanced through training.

Contemporary Issues in Social Skills Research With Mentally Retarded Persons

There is consistent evidence that a majority of mildly and moderately mentally retarded persons adjust to community environments upon leaving school. Mental age and academic achievement appear not to have a significant influence on adjustment. Other features, including interpersonal skills and social competence do have a strong bearing on community adjustment. In view of this, numerous studies over the past two decades have been conducted to evaluate social skill enhancement strategies. Unfortunately, there are serious limitations to this literature. Specifically, (a) the absence of a conceptual base has resulted in the failure of research to build a comprehensive body of knowledge; (b) training priorities have not been matched to learner characteristics or needs; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision ; (e) investigators seldom evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not demonstrated that community integration and adjustment can be enhanced through training.

Personalized versus standard role plays in the assessment of depressed patients' social skill

Chronically depressed outpatients participated in a study of the role-play assessment of social skill. Patients role-played a series of standard situations typical of those employed in social-skills research and additional scenes drawn from critical situations in their personal lives. These “personalized” role-play situations were perceived as more relevant by patients and resulted in more discomfort and less skillful interpersonal behavior than standard scenes. Behavioral measures derived from personalized role plays were also found to be more strongly related to measures of depression than the same measures derived from the standard role-play scenes. Implications of these findings for the role-play assessment of social skill are discussed.

Social Skills Training: The Current Status of the Field

This paper begins by addressing the issue of normalization and how it has been misapplied both in general and to social skills. Then, some of the problems with current social skills research are discussed. This is followed by a description of the development of a comprehensive social skills training program that can be used to teach general social skills, social vocational skills, and social sexual skills that are maintained for upwards to 18 months. The paper concludes with a description of a recent study that suggested that a) social skills develop slowly, b) a distinction must be made between socially skilful and socially appropriate behaviour, and c) the environment must be properly prepared to ensure that newly learned skills will be maintained.

It may not be worth the effort! Trained judges' global ratings as a criterion measure of social skills and anxiety.

Within the social skills research area, the ratings of trained judges are presumed to be of better reliability compared to those of untrained peers, but possibly at a cost in social validity since the latter directly represents the criterion. To investigate these issues, videotapes were obtained of 12 males who interacted with a female confederate in a typical four-minute simulated heterosocial situation. These were exhibited to a group of judges who had been trained to rate social skills and anxiety, and to a group that had received no training in this task. Judge types did not differ in mean levels of social skills and anxiety ratings, suggesting that trained judges' impressions are socially valid. However, the trained judges' interrater reliability was only slightly better than that of the peer judges. The latter finding was used to argue that untrained peer judges possibly can be used just as well as trained assistants to provide criterion ratings in social skills research.