Culturally Responsive Social Skill Instruction for Latino Male Students

Autor/inn/en	Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.
Titel	Culturally Responsive Social Skill Instruction for Latino Male Students
Quelle	In: Journal of Positive Behavior Interventions, 17 (2015) 1, S.15-27 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300714532133
Schlagwörter	Males; Hispanic American Students; Culturally Relevant Education; Interpersonal Competence; Peer Relationship; Friendship; Racial Relations; Elementary School Students; Mexican Americans; Computer Assisted Instruction; Multimedia Materials; Program Effectiveness; Peer Teaching; Social Cognition; Interpersonal Relationship; Grade 4; Grade 5; Predictor Variables; Questionnaires; Classroom Observation Techniques; Interaction Process Analysis; Teaching Methods; Educational Practices; Educational Strategies; Interpersonal Communication + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Interpersonale Kompetenz; Peer-Beziehungen; Freundschaft; Computer based training; Computerunterstützter Unterricht; Peer group teaching; Peer Group Teaching; Soziale Kognition; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Prädiktor; Fragebogen; Prozessanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Interpersonale Kommunikation
Abstract	Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the effects of culturally responsive social skill instruction through a peer-mediated format on the social interactions of eight Mexican-heritage elementary Latino male participants with non-Latino students during recess. Four participants were trained to serve as tutors to deliver 12 computer-assisted social skill lessons with embedded video models on friendship building to their peers. Using a single case, multiple probe across student dyads design, the results of this study indicated that all participants increased the number of appropriate verbal social interactions with non-Latino peers. Implications for practice and future research are discussed in relation to culturally responsive social skill instruction for Latino students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10