A Cooperative Parent/School Program for Teaching Social Skills to Handicapped Children. Final Report.

Autor/inn/en	Young, K. Richard; und weitere
Institution	Utah State Univ., Logan. Dept. of Special Education.
Titel	A Cooperative Parent/School Program for Teaching Social Skills to Handicapped Children. Final Report.
Quelle	(1984), (334 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavior Disorders; Elementary Education; Generalization; Interpersonal Competence; Parent Education; Parent Participation; Parent Teacher Cooperation; Skill Development; Training Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Elementarunterricht; Interpersonale Kompetenz; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Didaktik; Trainingsmaßnahme
Abstract	The project described in this report explored the effectiveness of a collaborative effort of parents and school personnel in the training and generalization of social skills for socially deficient children. Five students (aged 8-11), classified as behaviorally handicapped or learning disabled, served as subjects and were grouped with nonhandicapped peers. The project developed materials and procedures to assist school personnel in: (1) how to use previously developed instructional materials; and (2) how to utilize parents and other family members of handicapped children to train their children in social skills. The role of family members consisted of prompting students to use social skills and reinforcing students' attempts. Study results showed increases in school use of such social skills as saying "thank you" and praising, and also showed generalization to home settings. Appendices forming the greater part of the document include a parent training supplement, family data collection forms, social skills checklist, criteria for teacher participation, role-play checklist, a precision commands program, and a program for eliminating or reducing physical and verbal aggression. The appendices conclude with a social skills curriculum program developed at Utah State University, which focuses on praising, encouragement, invitations to play, sharing and helping, and being polite. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01