Date Approved

6-6-2016

Embargo Period

6-7-2016

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Learning disabled teenagers; Social skills--Study and teaching

Disciplines

Special Education and Teaching

Abstract

The purposes of this investigation were to (a) evaluate the impact of school and classroom-based social skills instruction on student’s social capabilities, and (b) determine if the skills learned in classroom-based instruction can be generated to the school store. Three 9th grade students aged 15-16 participated in the study. They were learning lessons adopted from Talkabout for Teenagers, taught 30 minutes a day, once a week for 12 weeks during social skill training/instruction. An observation chart was used before and after social skill instruction and a total was calculated at the end of each observation session to measure their social behaviors which included making eye contact, verbal responses to questions, initiating a conversation, using manners in conversations and asking for help or assistance while working in the school store. A survey with 6 questions based on a 5 point Likert scale, 0 being very negative to 4 being very positive was used to measure student’s attitudes towards social skill training. A multiple baseline design with AB phases across participants was used in this study and results demonstrated that all students made gains in their eye contact, verbal responses, initiating a conversation and presenting appropriate manners.

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