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ERIC Number: ED470518
Record Type: Non-Journal
Publication Date: 2002
Pages: 65
Abstractor: N/A
Reference Count: N/A
Improving the Social Skills of Fourth- and Fifth-Grade Cognitively Gifted Students.
Kimmel, Sharry
This applied dissertation reports on an intervention to develop the social skills of six cognitively gifted fourth and fifth grade students. The twice-weekly, after-school intervention was intended to address the asynchronous development of these children who experienced functional disability in social settings due to social dissonance, a limitation of experiences and opportunities, and feelings of isolation and loneliness. Curricula, lesson plans, and teaching strategies were identified and used to teach students social skills in the areas of responsibility, empathy, self-control, assertion, externalizing problems, reaching out to peers, and controlling impulsive behaviors. Subjects were evaluated on the Social Skills Rating System (SSRS) prior to and after program participation. All but one of the expected outcomes were met or exceeded. At the conclusion of the project, participating students accepted responsibility for their own actions, redirected their own impulses, compromised during conflicts, understood the way other people felt, and disagreed with others without fighting. All areas with the exception of empathy showed improvement. Appendices include the problem indicator checklist and forms used in the project. (Contains 25 references.) (DB)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A