Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting

Autor/inn/en	Morgan, Joseph John; Dobbins, Nicole; Hsiao, Yun-Ju; Brown, Nancy; Higgins, Kyle
Titel	Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting
Quelle	In: Journal of the American Academy of Special Education Professionals, (2015), S.99-120 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Comparative Analysis; Teacher Attitudes; Student Attitudes; Interpersonal Competence; Self Contained Classrooms; Intervention; Behavior Disorders; Emotional Disturbances; Educational Environment; Academic Achievement; Culturally Relevant Education; Statistical Analysis + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Interpersonale Kompetenz; Gefühlsstörung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Statistische Analyse
Abstract	Implementation of social skills deemed appropriate for use in school is important for student success. Students with emotional and behavioral disorders often fail to use these social skills, requiring intervention to facilitate their use. Results related to social skills interventions have been mixed; one suggested reason for this is the lack of cultural relevance these social skills have to the lives of students. This study was designed to determine (a) the perceptions of students and teachers in a self-contained school setting of the importance of commonly taught social skills and (b) if there were any differences between age, ethnicity, gender, or role (teacher or student) related to perceptions of importance. Although some differences were found among the categories of skills, results of this study indicated that, overall, students and teachers in a self-contained school setting felt social skills were important. Implications for research and practice related to social skills interventions are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01