Date Approved

5-7-2018

Embargo Period

5-10-2018

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Kuder, Sydney J.

Committee Member 1

Accardo, Amy

Committee Member 2

Xin, Joy

Keywords

emotional and behavioral disabilities, social skills

Subject(s)

Social skills in children--Study and teaching; Behavior modification

Disciplines

Early Childhood Education | Special Education and Teaching

Abstract

The purpose of this study was to obtain teachers' perspectives on students' social skills and problem behaviors before and after implementing a social skills curriculum to students with emotional and behavioral disabilities. Teachers were given a survey to rate students' social skills and problem behaviors prior to and following intervention. Students were then taught using the Think Social! social skills training program. Students participated in six sessions. Results showed that teachers reported that most of the students increased their social skills and decreased their problem behaviors after being taught using the Think Social! curriculum. Results suggest students with emotional and behavioral disabilities benefit from being explicitly taught social skills.

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