Date Approved
5-14-2002
Embargo Period
5-12-2016
Document Type
Thesis
Degree Name
M.A. in Special Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Xin, Joy
Subject(s)
Inclusive education; Kindergarten; Social skills--Study and teaching
Disciplines
Special Education and Teaching
Abstract
The purpose of this study was for students with disabilities in an inclusive setting to improve socially from social problem solving training. An eight-week social problem-solving training program (SPS) was administered to twenty-three children. Three participants took part in this study. One child was classified as being emotionally disturbed and two other children were classified with attention deficit hyperactivity disorder (ADHD). The behaviors observed were: positive social interaction, the ability to make friends, and attending behavior during big group, small group, and playtime. The teacher and teacher assistant observed the three participants using a baseline analysis. Results did exhibit a slight increase in positive behavior in all three areas observed resulting from the social problem solving training program. However, future studies should be conducted over a longer period of time involving more participants to see the program's true effectiveness.
Recommended Citation
Fontana, Kimberly R., "The effects of social problem-solving training in an inclusive kindergarten classroom" (2002). Theses and Dissertations. 1434.
https://rdw.rowan.edu/etd/1434
