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ERIC Number: ED523609
Record Type: Non-Journal
Publication Date: 2010
Pages: 163
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-6657-9
Social Skills Instruction for Students with Disabilities in a K-8 Public School Setting
Chaudhry, Maryann
ProQuest LLC, Ed.D. Dissertation, Rowan University
Individuals with disabilities require direct instruction in social skills. The primary purpose of this study was to provide social skills instruction to students with disabilities at the kindergarten through eighth grade level. I worked collaboratively with four other Child Study Team colleagues to develop recruitment, assessment, planning, and monitoring procedures for social skills instruction. Together we had ongoing review of student progress and discussed strategies for improved skill acquisition. Through carrying out this study, I developed my leadership skills and capacity for change. The Social Skills Intervention Rating Scales (Elliot & Gresham, 2008b) were completed by the classroom teachers of the students. Pretest standard scores were below average. All but two of the students had problem behaviors that impacted their learning. There were no significant differences between pre and post test standard scores. Some of the students could execute social skills in the presence of the instructors and with the assistance of verbal or physical cues. Progress was impacted by student characteristics, teacher characteristics, and school context. Collaboration is a promising approach for teaching social skills to large populations of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A