Developing Social Competence for All Students. ERIC/OSEP Digest.

Autor/inn/en	Vincent, Claudia G.; Horner, Robert H.; Sugai, George
Institution	ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project.
Titel	Developing Social Competence for All Students. ERIC/OSEP Digest.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Change; Behavior Modification; Classroom Techniques; Disabilities; Educational Environment; Elementary Secondary Education; Functional Behavioral Assessment; Inclusive Schools; Interpersonal Communication; Interpersonal Competence; Prosocial Behavior; Social Development; Social Reinforcement; Student Behavior; Student Evaluation + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Klassenführung; Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inclusive school; Integrative Schule; Interpersonale Kommunikation; Interpersonale Kompetenz; Soziale Entwicklung; Student behaviour; Schülerverhalten; Schulnote; Studentische Bewertung
Abstract	This digest describes the challenges of social skills instruction and provides three strategies for improving the social competence of all students, including children with disabilities. It begins by emphasizing the importance of teaching individual social skills within the context of establishing a school-wide culture of social competence. To establish a school climate acceptable to all, schools are urged to form a team representing all members of the school community to define school-wide behavioral expectations. Expectations should address the most frequently observed problem behaviors across all school settings, be condensed into three to five short and easy to remember statements, be age appropriate, and be positively stated. The second strategy for improving social competence is to provide students with social skills lessons targeting key behaviors in specific situations. The role of the teacher in requiring appropriate classroom behavior is discussed. The third strategy for improving social competence of all children is to match the level and intensity of instruction to students' needs. Functional behavioral assessment is recommended for identifying events and conditions triggering specific behaviors and the functions maintaining the behavior. Teachers are urged to use this information in designing and implementing individual behavior support plans. (Contains 12 references.) (CR)
Anmerkungen	ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail: ericec@cec.sped.org; Web site: http://www.ericec.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC