Structured Learning Using Self-Monitoring to Promote Maintenance and Generalization of Social Skills across Settings for a Behaviorally Disordered Adolescent

1984 ◽  
Vol 10 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Cheryl Strobel Kiburz ◽  
Sidney R. Miller ◽  
Lonny W. Morrow
Keyword(s):  
Social Skills ◽  
State Mental Health ◽  
Walking Distance ◽  
Structured Learning ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Classroom Training ◽  
Vocational Setting ◽  
Social Skills Deficits ◽  
Natural Settings

Recent literature has highlighted the importance of teaching social skills to behaviorally disordered adolescents. Although it has been demonstrated that social skills can be taught to this population, skills maintenance and generalization have remained problematic. Using a multiple baseline-across-behaviors design, the present investigation incorporated techniques designed to facilitate maintenance and generalization of skills. This study involved an 18-year-old youth placed in a residential state mental health facility because of social skills deficits that included greetings, initiating conversation, and thanking behavior. The treatment occurred over a 48-day period in which the student was observed in four distinct settings. Results suggest that the skills trained — greetings and thanking behavior — were maintained and generalized to three natural settings: (a) the route the student walked to the classroom, (b) the student lounge located near the classroom, and (c) a vocational setting located within walking distance of the classroom. Training also produced an incidental increase in the skill initiating conversation.

Teaching Social Skills in Classrooms for Behaviorally Disordered Students

1981 ◽  
Vol 6 (4) ◽  
pp. 238-246 ◽  
Author(s):  
Louis J. Lanunziata ◽  
David S. Hill ◽  
Lynn A. Krause
Keyword(s):  
Social Skills ◽  
Teaching Strategies ◽  
Social Behaviors ◽  
Classroom Teachers ◽  
Social Modeling ◽  
Behaviorally Disordered ◽  
Target Behaviors ◽  
Functional Relationships ◽  
Classroom Training ◽  
Behavior Disordered

Selected procedures of instruction from Social Skills in the Classroom (Stephens, 1978) were applied to class-related social behaviors of Elementary and Intermediate level Behavior Disordered students. Four classroom teachers identified two social behaviors of one student in each of their classrooms using the categories and operational definitions included in this curriculum. Data for seven behaviors were collected and analyzed. Teachers were trained to define and measure target behaviors during an in-service workshop and in-classroom training. Social modeling, contracting, and social reinforcement were the teaching strategies employed as specified in Stephens' curriculum. Improvement occurred in all targeted behaviors. Functional relationships between teaching strategies and changes in the targeted behavior were established in four of the targeted behaviors.

Generalization of Social Skills through Self-Monitoring by Adults with Mild Mental Retardation

1992 ◽  
Vol 58 (6) ◽  
pp. 495-507 ◽  
Author(s):  
Anjali Misra
Keyword(s):  
Mental Retardation ◽  
Social Skills ◽  
Maintenance Phase ◽  
The Self ◽  
Multiple Baseline ◽  
Mild Mental Retardation ◽  
Self Monitoring ◽  
Phase Data ◽  
Natural Settings ◽  
Five Phases

The effects of self-monitoring on generalization and maintenance of social skills were investigated. Participants were one female and two male adults with mild mental retardation. A multiple-baseline-across-subjects design with five phases was employed. After an initial baseline condition, the subjects were trained in individualized social skills. Following return to baseline, subjects were taught to self-monitor their behavior, in both training and natural settings. Finally, the use of the self-monitoring device was faded, and all intervention contingencies were withdrawn for the maintenance phase. Data were collected in the analogue and generalization settings throughout all phases of the study. Self-monitoring assisted in generalization of trained social skills across settings and people; however, maintenance results were variable.

Treatment Utility of Response Class Assessment in Heterosocial Difficulties

1987 ◽  
Vol 61 (3) ◽  
pp. 816-818 ◽  
Author(s):  
Rosemery O. Nelson ◽  
Steven C. Hayes ◽  
Robin B. Jarrett ◽  
Sandra T. Sigmon ◽  
Dennis L. McKnight
Keyword(s):  
Social Skills ◽  
College Student ◽  
Social Anxiety ◽  
Role Playing ◽  
Response Class ◽  
Treatment Utility ◽  
Self Monitoring ◽  
Social Skills Deficits ◽  
Questionnaire Measures

College-student males ( n = 27) with self-reported heterosocial difficulties received treatment that was either matched or mismatched to their identified (by questionnaires) problematic response class of social anxiety, social skills deficits, or irrational cognitions. Both matched and mismarched treatments produced significant pre-post changes on the questionnaire measures, but only marched treatment produced significant pre-post changes on the role-playing and self-monitoring measures.

Behavioral Assessment of Social Interactions in Natural Settings

1996 ◽  
Vol 12 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Carlos Santoyo
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Behavioral Observation ◽  
Social Responsiveness ◽  
Social Agents ◽  
Social Effectiveness ◽  
Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders

1995 ◽  
Vol 20 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Rhonda J. Moore ◽  
Gwendolyn Cartledge ◽  
Kelly Heckaman
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
Skills Training ◽  
Training Model ◽  
Male Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Social Skill Instruction ◽  
And Behavior ◽  
Emotional Or Behavioral Disorders

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry

1989 ◽  
Vol 14 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Madeline Miller ◽  
Sidney R. Miller ◽  
John Wheeler ◽  
Jim Selinger
Keyword(s):  
Academic Performance ◽  
Behavioral Problems ◽  
Classroom Behaviors ◽  
Academic Skill ◽  
Cognitive Behavior Modification ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Inappropriate Behaviors ◽  
Treatment Package ◽  
Self Instruction

This study demonstrates that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performances. Further, the second experiment demonstrates that the academic skill improvement also led to a reduction in inappropriate classroom behaviors. The subjects were two institutionalized adolescent males with identified severe behavioral disorders. The first subject displayed academic deficits in the area of mathematics. He also demonstrated several inappropriate classroom behaviors during the performance of math tasks which included clenched fists, closed eyes, crying, refusals to work, and guttural noises. The second subject's most severe academic and behavioral problems occurred during reading. His inappropriate classroom behaviors included excessive yawning, sleeping, off-task verbalizations, rocking in his seat, and staring into space. The treatment package in each experiment was comprised of self-instructional training which focused on the academic problems. Both subjects demonstrated improved academic performances. Informal observations of Subject 1 suggested that a reduction in inappropriate behaviors coincided with the improved academic performance. Behavioral data were collected on Subject 2 and the results demonstrated that the inappropriate behaviors were reduced as academic performance increased.

Social Skills and Family Climate of Behaviorally Disordered Adolescents

1988 ◽  
Vol 13 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Malka Margalit ◽  
Amazia Weisel ◽  
Tali Heiman ◽  
Shmuel Shulman
Keyword(s):  
Social Skills ◽  
Family Environment ◽  
Classroom Behavior ◽  
Family Climate ◽  
Behaviorally Disordered ◽  
Teachers Perceptions ◽  
Male Adolescents ◽  
The Social ◽  
Significant Difference ◽  
The Family

The social skills structure of behaviorally disordered adolescents was investigated in relation to their family climate and school competence and adjustment. The sample consisted of 109 male adolescents — 53 behaviorally disordered and 56 nondisabled students. The instruments were the Hebrew adaptations of the Social Skills Checklist, the Family Environment Scale, and the Classroom Behavior Inventory. The comparison between the factorial structure of the behaviorally disordered and the nondisabled responses show that the behaviorally disordered adolescents reported a global social skills concept, whereas their controls revealed a more differential concept. A significant difference was found between the two groups' perceptions of family climate: The behaviorally disordered adolescents viewed their families as more cohesive and organized, more emphasizing of the achievements and independence of the family members, and less enabling the expression of emotions. Teachers' perceptions of their behaviorally disordered students' social skills were also compared with the behaviorally disordered adolescents' self-reports, and significant differences were found. The teachers perceived a differential structure of skills, whereas the adolescents reported a global profile of higher functioning. Aspects of classroom behavior style and family climate were the best predictors of the social skills. Intervention planning should attend to the multivariate nature of social skills.

scholarly journals An analysis of social skills generalization in two natural settings.

1986 ◽  
Vol 19 (3) ◽  
pp. 299-305 ◽  
Author(s):  
R M Foxx ◽  
M J McMorrow ◽  
R G Bittle ◽  
J Ness
Keyword(s):  
Social Skills ◽  
Natural Settings

An Introduction to a Metabehavioral Model with Implications for Social Skills Training for Aggressive Adolescents

1988 ◽  
Vol 62 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Henry Svec ◽  
Joseph Bechard
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Social Performance ◽  
Personal Characteristics ◽  
Skills Training ◽  
Task Demands ◽  
Behaviorally Disordered ◽  
Situational Characteristics ◽  
Environment Variables

A model is introduced which combines traditional metacognitive explanations for the acquisition of social skills with situationally specific environment variables. This “metabehavioral” model suggests considering such variables as situational characteristics, task demands, and personal characteristics in predicting social performance. Use of this model may help professionals training behaviorally disordered children in social skills.

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