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

Advisor

Xin, Joy

Keywords

Adolescents, Cognitive Impairment, Life Skills, Simulated Environment, Social Skills, Social Skill Training

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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