Social Skills Instruction Research Articles

The Effectiveness of Music Education in Psychomotor Development, Communication and Social Skills in Children with Autism Spectrum Disorders and Intellectual Disabilities-A Trend Study

The Effectiveness of Music Education in Psychomotor Development, Communication and Social Skills in Children with Autism Spectrum Disorders and Intellectual Disabilities-A Trend Study

"There is No Help:" Caregiver Perspectives on Service Needs for Adolescents and Adults with Profound Autism.

The underrepresentation of individuals with profound autism (who require 24/7 access to care) in autism research has resulted in limited knowledge about their service needs and a lack of evidence-based practices tailored to those needs. This study explored caregiver perspectives on service needs, barriers to accessing care, and treatment priorities to guide treatment development and improvement of service delivery. A sequential mixed-methods design integrated quantitative survey data (n = 423; Mage = 18.89years; 26.7% female) with qualitative interviews (n = 20) with caregivers of adolescents and adults with profound autism. Quantitative findings indicated regular socialization opportunities were the most frequently endorsed unmet service need (60.3% of caregivers), followed by primary health care with autism-trained staff (59.3%), social skills instruction (55.8%), life skills instruction (51.3%), and behavioral support (47.3%). Higher likelihood of needing social activity groups was associated with elevated emotional reactivity, higher language level, minoritized ethnicity, and lower household income. Greater need for specialized primary health care was associated with lower income, while the need for social and life skills instruction was associated with increased age and elevated dysphoria. Qualitative analysis identified 10 themes that converged and expanded quantitative findings by highlighting a pervasive shortage of individualized, goal-oriented services, common barriers to care, and the priority of developing centralized treatment settings that coordinate care throughout adulthood. This study identified pressing service needs for adolescents and adults with profound autism in the United States. These insights are crucial for improving the accessibility and quality of clinical care.

HOẠT ĐỘNG GIÁO DỤC NÂNG CAO KỸ NĂNG XÃ HỘI CHO TRẺ KHUYẾT TẬT

Children with disabilities are a vulnerable group of children who face many difficulties in life and lack basic social skills. By selecting a typical case study, the Vocational Education and Training Center for People with Disabilities in Nghe An province, a combination of quantitative and qualitative information collection methods has been used to clarify educational activities to improve social skills for children with disabilities. Research results show that children with disabilities face many difficulties in social communication. Therefore, children with disabilities have a need for education to improve social skills. Activities to improve social skills for children with disabilities have been organized and received a positive response; However, children with disabilities still have difficulty participating in social skills education activities. On that basis, some solutions have been proposed to improve the quality of social skills education for children with disabilities at the Nghe An Center for Education and Vocational Training of People with Disabilities.

Pedagogical Approach to Intellectual Disability in The Case of A Sexually Abused 'Teen Mother'

This document gives attempts to highlight the perspective from the meeting of the triptych of concepts referring to gender, mental disability and sexuality inside and outside the family. Education narratives in film attempt to understand identity as expressed through the teaching of social skills to children and young people with disabilities, with some films observing the applicability of the pedagogical methodology of special educational needs observation by tracing individual stories of people over extended periods of time in their lives. Our study, therefore, focuses on a certain case of a teenage girl with an intellectual disability who has been sexually abused by her father. Her mother called her by the "nickname", "Monakrivi", "Precious" because she had unique "hidden" talents, which she tacitly recognized but also applauded, when she consented to her daughter's sexual relations her with her husband and father. In order to understand the pedagogical consideration of the individuality of the sixteen-year-old student who attends a special secondary school, as well as the necessity of implementing the intervention program [IP] of special education and training [SET], the pedagogical tool [Targeted, Individual Structured Inclusive Interventions Programs of Special Education and Training TISIPI f [SET] was used. Based on this reasoning, the positive aspects of mental disability in the young woman were investigated by approaching the pedagogical view of individuality in this particular case study. The "deficient" pedagogical culture regarding the meaning of sexual abuse and the predictability in the behaviour of children and young people was also examined. In conclusion, the pedagogical view of individuality [I] is related to the family and to the wider society, the position of the person with an intellectual disability in the school classroom, the understanding of the rules that govern inclusion in the group of peers even if he has suffered sexual abuse, but also to any other group. Targeted, individual structured differentiated inclusion instruction lends itself to the training of his social transactions, encouraging the individual to take active roles for his life.

Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention

ABSTRACT Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediated through social skills instruction; however, social skills instruction has been fairly criticized, particularly by those in the autistic community, as serving the needs of third parties (e.g. teachers) rather than the autistic student by teaching and reinforcing a neurotypical standard of social behavior and minimizing autistic perspectives. The purpose of this paper is to propose a framework for culturally-relevant and flexible social skills assessment and intervention that emphasizes student autonomy, functionally relevant outcomes, and culturally sensitive social skill development. The hope is that this framework can be used to generate further research into the effectiveness and acceptability of a new paradigm of social skills instruction.

Social functioning mediates the relationship between psychiatric symptoms and recovery among veteran and community service users with serious mental illness.

Previous research has established the impact of psychiatric symptoms on social functioning, while there is a paucity of research examining how social functioning relates to personal recovery, an individual's self-assessment of their mental health recovery. This study examined the mediating effect of social engagement, interpersonal communication, and satisfaction with support in the relationship between distinct psychiatric symptom clusters and perceived mental health recovery. In a cross-sectional study, both patient self-report and provider assessment data were collected for 250 patients with serious mental illness (SMI) across four mental health service sites. Parallel mediation analytic models were used. Interpersonal communication partially mediated the relationship between positive and negative symptom clusters and personal recovery. Satisfaction with social supports partially mediated the relationship between excited symptoms and personal recovery. Both interpersonal communication and satisfaction with social supports partially mediated the relationship between general psychological distress and depressive symptoms and personal recovery. Collectively, social functioning mediators explained nearly half of the relationship between general psychological distress and excited symptoms and personal recovery and nearly all of the relationship between positive symptoms and personal recovery. Clinical providers working with persons with SMI should regularly assess social functioning in addition to assessing psychiatric symptoms and personal recovery factors and should incorporate social skills education into SMI group and individual treatments. Social functioning as a target of treatment may be especially beneficial for patients who are dissatisfied with other interventions or feel they have experienced the maximum benefit from treatment and are seeking additional methods to support personal recovery. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Cross-Cultural Social Skills Instruction and Indirect Expressions: Psychoeducation in Japan’s High-Context Culture

In recent years, the number of international students in Japan has been increasing. They suffer from understanding indirect expressions in communication with Japanese people. In this study, we implemented and assessed the impacts of a novel instructional program aimed at teaching social skills in a high-context culture characterized by the frequent use of indirect expressions. We conducted two experiments with students in Japan. Experiment 1 included semi-structured interviews with international students in Japan. Interview analysis revealed that it is difficult to learn to use and understand the intent behind indirect expressions without having first-hand experience communicating with Japanese people who use indirect language, particularly regarding “sassuru” – expressions that allow for multiple interpretations. Experiment 1 highlights the presence of problems that cannot be solved simply by learning Japanese and the challenges of adapting to communication styles characterized by the frequent use of indirect expressions in high-context cultures. Based on Experiment 1, we provided social skills instruction to an experimental group of international students as a teaching intervention. Next, participants in the experimental group and control group (who had not received the social skills instruction) completed questionnaires before and after the experiment. Data analysis verified that the intervention participants (1) developed more awareness of, and interest in, the Japanese culture; (2) became more confident in their interpretation of expressions with multiple meanings and of silence; and (3) became more accepting of ambiguous expressions because they had developed greater understanding. Conversely, the control group participants did not experience similar notable changes.

The Effect of Social Skills Education on Social Skills and Interpersonal Relationship Levels in Student Nurses

The Effect of Social Skills Education on Social Skills and Interpersonal Relationship Levels in Student Nurses

THE SITUATION OF SOCIAL SKILLS EDUCATIONAL MANAGEMENT FOR KINDERGARTENS 5-6 YEARS OLD IN PHU LUONG DISTRICTIVES, THAI NGUYEN PROVINCE

The survey aims to collect data, analyze and evaluate the current situation of social skills education management for 5-6 year old children at preschools in Phu Luong District, Thai Nguyen Province. The results show that the implementation of social skills education for preschool children has focused on maintaining order and discipline, professional sense of discipline for specialized groups, however the decentralization and decentralization to direct the implementation has been not synchronized and consistent. Examination and evaluation activities are interested and focused on checking professional records and taking time to learn from experience.

Improving Social and Play Outcomes for Students With Significant Disabilities During Recess.

For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectual functioning, there has been less focus on students with autism who have below-average intellectual functioning or who meet the criteria for intellectual disability. In this single-case design study, we tested the efficacy of a combined peer-mediated and social skills instruction intervention on the interactions, play, and social skills of three students with autism who met their state's criteria for alternate assessment for students with significant cognitive disabilities. Social skills instruction featured video models that portrayed same-aged peers demonstrating individualized social skills on the playground. For all three students, there were substantial increases in interactions, play and social skills, and students and their peers provided positive feedback about the intervention.

Using Data-Based Individualized Adaptations to Enhance Tier 2 Social Skills Instruction

Using Data-Based Individualized Adaptations to Enhance Tier 2 Social Skills Instruction

장애인 당사자와 재활전문가의 직업능력향상교육 프로그램 요구도 비교

This study aimed to develop a vocational competency improvement education program to support employment and vocational adjustment of people with disabilities. For this purpose, an online survey was conducted for people with disabilities and rehabilitation field experts, and 173 field experts and 116 copies from people with disabilities were collected and used for final analysis. The results of the analysis are as follows. First, the need for vocational competency improvement education differed by type of disability. In the case of moderate and overlapping disability, the need for basic vocational education and professional vocational education was high, and for other types, the need for professional vocational education and certification education was high. appear. Second, in the educational demand for the middle area of vocational competency improvement education, social skills education as basic vocational education and computer utilization technology and information processing technology as professional vocational education were found to be high. Third, not only the development of the vocational competency improvement education program but also the operating system were considered as importance.
 The significance of this study is that it was intended to create a comprehensive opinion from both aspects of the disabled persons and rehabilitation field experts. And this study tried to materialize the needs and demands of the vocational competency improvement education program necessary for employment support among the six areas of lifelong education for the disabled for the disabled who require continuing education after school age, according to the type of disability.

Tobacco Prevention Using Social Skills Education and Puppet Scripts in an After-School Program

The purpose of this study was to explore the feasibility of implementing a tobacco use prevention intervention using social skills education and puppet scripts in an afterschool program. A total of 75 K-2 students attending an afterschool program in a rural Midwest area participated in a 4-lesson youth development tobacco prevention curriculum and completed a pre-post tobacco knowledge quiz. Additionally, 10 program mentors completed a pre-post program strengths and difficulties (SDQ) questionnaire on their assigned students. A series of t-tests were computed to examine differences in the pre and post scores of participants on the SDQ subscales, and total scales and descriptive statistics were computed on the tobacco knowledge quiz. Statistically significant differences were noted on 4 pre–post subscales scores of the SDQ and the total SDQ. Use of youth development curriculum using interactive puppet-based strategies implemented in afterschool settings may be a feasible health education strategy.

Diversify thematic organization, extracurricular activities to improve the effectiveness of social skills education for junior high school students

This article proposes an essential solution to improve the quality and effectiveness of social skills education for students at public junior high schools in Ho Chi Minh City, which is the fastest developed city in Vietnam that is demanding better human resources coming out from schools, by analyzing the status quo of managing and conducting these educational activities in 20 schools across the city via mixed-method data collections. The authors approached issues and created that solution from the perspective of practical school leadership and management, due to the fact that most of the recent studies about social skills education focused on concepts and assessment of social skills, or educational practices to deliver and train these skills to students. Based on the concrete theories about the correlation between school leadership and educational effectiveness, as well as the strengths and drawbacks of targeted schools and Vietnamese education, the managerial solution proposed is diversifying thematic organizations and extracurricular activities about social skills for students.

Pedagogical practices predicting perceived learning of social skills among university students

The aim of this study was to examine what kinds of pedagogical practices predict perceived learning of university students’ social skills in classes where these skills are not set as learning outcomes. Data were collected from students of various disciplines by means of a questionnaire and then analysed using regression analysis. Students’ learning of social skills was explained by pedagogical factors related to 1) the modes of teaching and learning, 2) the features of the constructivist learning environment, 3) the features of the integrative pedagogy, and 4) the circumstances pertaining to the atmosphere of the learning environments involved in their studies. Factors belonging to three of these elements predicted the learning of social skills amongst university students. The regression models explained 46–58% of the learning of social skills. The results showed that collaborative learning typical of a constructivist learning environment plays a critical role in the learning process. In contrast, the modes of traditional or individual learning, such as listening and feedback or evaluation given by the teacher, loaded negatively in the regression model. Overall, the results suggest that collaborative and active forms of learning are highly significant in the learning of social skills. The study also brought up new perspectives to consider in the teaching of social skills.

Exploring the Social Interaction of Autistic Students of Elementary and Junior High School Students Through the Teaching of Social Skills and Learning Process in Virtual Reality

Exploring the Social Interaction of Autistic Students of Elementary and Junior High School Students Through the Teaching of Social Skills and Learning Process in Virtual Reality

Refugees children and youth social skills education in football activities

The number of sports programs in the world to promote various integration processes is growing rapidly. Physical activity and sport, and football in particular, are an excellent strategy for dealing with the various resettlement challenges of refugee children and youth (Stura, 2019; Anderson et al., 2019; Robinson et al., 2019; Svensson & Woods, 2017; UN Refugee Agency, 2019). Scientific problem question: how are the social skills of refugee children and youth developed in a group of football activities? Aim: to analyze the concept of social skills development in a group of football activities for refugee children and youth and to identify problems of social skills development. Objectives of the research: To highlight the peculiarities of physical activity of refugee children. To reveal the role of social skills in the development of social skills of refugee children through physical activity in the integration process. To analyze the results of the practical evaluation of the football program “Football3” developed by the international network “STREET FOOTBALL WORD”. The result: Football has always been closely linked to the phenomenon of forced migration worldwide. Football or physical activity has the incredible power to help shape the future and give hope to refugee children and youth living in other countries. The study revealed that the development of a football program and the productivity of practical efficiency were determined by the service provider's experience in volunteering abroad as a football coach using the Football3 method. According to informants, the stability of the structure of the football program emerged after the third season.

Technology Tools Available for Implementing Social Skill Instruction

General and special education teachers report feeling inadequate in providing social skill instruction to students. Yet, researchers and government bodies (ASELA, 2015) report students receiving social skill instruction display marked improvements in: (a) motivation to learn, (b) commitment to school, (c) time devoted to schoolwork, (d) mastery of subject matter, (e) school attendance, (f) graduation rates, (g) grades, and (h) test scores. Numerous technology tools are available to assist educators in providing social skill instruction to students with disabilities. However, determining a student's social skill need and finding tools that utilize effective research-based interventions can be a time-consuming and daunting task for educators. In this article, the authors provide a streamlined process for determining an individual student’s social skill instructional need and present technology tools available that utilize high-leverage and evidence-based practices (EBPs) to provide instruction for these targeted areas.

Project ENHANCE: Assessing Professional Learning Needs for Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention.

We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators’ views of (1) implementation of core components of their school’s Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents’ top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. There were many similarities among educators’ ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43494-021-00049-z.

Teaching social skills to students with autism spectrum disorder through augmented, virtual and mixed reality

This systematic literature review was conducted to explore the social validity of augmented reality (AR), virtual reality (VR), and mixed reality (MR) as a means of providing social skill instruction to students with autism spectrum disorder (ASD). Forty-one articles met the inclusion criteria, including five studies utilizing AR and the remaining 36 utilizing VR for social skill interventions. No studies implemented MR. The targeted skills of the studies included emotion recognition, relationship skills, social awareness, cooperation, and executive functioning. The intervention was considered effective in 63% of studies, not effective in 10% of studies, and mixed results in 27% of studies. The social validity indicators reported by researchers ranged from two to 14 of 17 determined categories. Findings indicate the primary socially valid reasons for utilizing AR/VR for social skill instruction were high student motivation toward the intervention and a positive attitude toward the technology. Findings indicate that increasing the role of parents, educators, and students as both social skill selectors and treatment agents and adding valid and reliable skill measures may improve the effects of an intervention. Sustainability may increase by providing training to both treatment agents and participants. AR has the potential to improve generalization and VR provides a practice environment for performance deficits. Combining these technologies may provide a more effective social skill intervention.