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ERIC Number: ED311381
Record Type: Non-Journal
Publication Date: 1980
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developing Prosocial Behavior in the Classroom.
James, William H.
Teachers with at-risk students in their classrooms find themselves in the position of having to teach social skills as well as academic skills. The teacher of social skills provides the classroom and materials that facilitate the development of responsible social behavior. The Structured Learning Approach is a means to assist teachers with teaching both academic and social skills. The Structured Learning Approach classifies behavior disorders into the categories of aggression, withdrawal, and immaturity. This psychoeducational approach includes the components of modeling, role-playing, performance feedback, and transfer of training. The modeling component consists of people who provide examples of prosocial skills as well as videotapes, audiotapes, films, and filmstrips of the skill to be learned. Role-playing is the means by which the student learns to perform the skills that have been modeled. Performance feedback provides approval, praise, and critical feedback on how well the skill has been performed. Transfer of training is the exposure of the student to other situations such as home, in-class, social settings, and individual situations where the learned skill might be applied. The components of the Structured Learning Approach can lead to sufficient frequency of desired behaviors, and combining these procedures with other approaches would allow a wider application to the development of prosocial behaviors. (ABL)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A