ERIC Number: ED456613
Record Type: Non-Journal
Publication Date: 2001-May
Reference Count: N/A
Using Direct Teaching and Cooperative Learning To Improve the Social Skills of Students Labeled as Having Moderate Cognitive Delays.
Schlitz, Molly E.; Schlitz, Susan C.
This report describes a program implemented to improve the social skills of students with moderate to severe cognitive delays. The targeted population consisted of five elementary-aged students at site A and five high school-aged students at site B, both Chicago Public Schools. Analysis of probable cause data revealed that social skills issues could be broken down into four categories that included the nature of the students' disabilities themselves, which led to delays and difficulties in communicating their wants, needs, and intentions because of poor speech production. A review of the solution strategies suggested by the professional literature and analysis of the problem resulted in the development of a five-step intervention process. This intervention included gathering baseline data to help identify targeted social skills and determine level of functioning. Targeted skills included the ability to follow directions, the ability to communicate needs and opinions, and the ability to ask for help appropriately. A series of learning activities were then developed and implemented over a period of 5 weeks. Following the direct teaching of social skills, the four students showed significant improvement in the three target social skills in the school environment and at home. Appendices include evaluation tools. (Contains 27 references.) (CR)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A