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Classroom-based social skills training as primary prevention in kindergarten : = Teacher ratings of social functioning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Classroom-based social skills training as primary prevention in kindergarten :/
其他題名:	Teacher ratings of social functioning.
作者:	King, D. Randall, Jr.
面頁冊數:	1 online resource (122 pages)
附註:	Source: Dissertations Abstracts International, Volume: 62-08, Section: A.
Contained By:	Dissertations Abstracts International62-08A.
標題:	Cognitive psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780599903340

Classroom-based social skills training as primary prevention in kindergarten : = Teacher ratings of social functioning.
King, D. Randall, Jr.

Classroom-based social skills training as primary prevention in kindergarten :Teacher ratings of social functioning. - 1 online resource (122 pages)

Source: Dissertations Abstracts International, Volume: 62-08, Section: A.

Thesis (Ed.D.)--University of Missouri - Saint Louis, 2001.

Includes bibliographical references

This investigation is a study of a primary prevention intervention delivered by classroom teachers. Kindergarten teachers were trained using an adapted version of the Stop and Think Social Skills Program over the past five calendar years. Instruction in the adapted training program involves the school psychology staff of Parkway School District providing three hours of instruction on the theoretical underpinnings and methodology of the Adapted Stop and Think Social Skills Program. Three classroom visits were made by the school psychology staff to insure treatment integrity. This study proposes that students who receive instruction from their teacher in the preventative social skills program will evidence higher degrees of social competence than their classmates who did not receive the instruction. Additionally, it proposes that students who evidence high degrees of pro-social behavior will be perceived by their teachers as having a secure attachment. One hundred thirteen Kindergarten students were rated by their teachers using the Social Skills Rating System and the Teacher-Student Attachment Questionnaire. Typically occurring indices such as the number of discipline referrals to the principal's office, the number of discipline referrals to the building's collaborative problem-solving team and number of special education referrals were also analyzed. The results demonstrate that children who received instruction in the preventative social skills program showed fewer problem behaviors and fewer hyperactive behaviors than their counterparts who did not receive instruction in the preventative social skills program from their teachers. This result indicates that children who receive the preventative social skills program have better-regulated behavior which is considered to be an important element of social competence. This better regulated behavior was evidenced when looking at the typically occurring indices. Children who were exposed to the preventative social skills program were sent less often to the principal for discipline problems and were referred less often for behavioral concerns to the building's collaborative problem-solving team than were their classmates who did not receive the preventative social skills program. The investigation discovered a strong positive relationship between social competence and attachment. Students who demonstrate better-regulated behavior are perceived by their teachers as having secure attachments.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780599903340Subjects--Topical Terms:

556029
Cognitive psychology.
Subjects--Index Terms:

KindergartenIndex Terms--Genre/Form:

554714
Electronic books.

Classroom-based social skills training as primary prevention in kindergarten : = Teacher ratings of social functioning.
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520 $a This investigation is a study of a primary prevention intervention delivered by classroom teachers. Kindergarten teachers were trained using an adapted version of the Stop and Think Social Skills Program over the past five calendar years. Instruction in the adapted training program involves the school psychology staff of Parkway School District providing three hours of instruction on the theoretical underpinnings and methodology of the Adapted Stop and Think Social Skills Program. Three classroom visits were made by the school psychology staff to insure treatment integrity. This study proposes that students who receive instruction from their teacher in the preventative social skills program will evidence higher degrees of social competence than their classmates who did not receive the instruction. Additionally, it proposes that students who evidence high degrees of pro-social behavior will be perceived by their teachers as having a secure attachment. One hundred thirteen Kindergarten students were rated by their teachers using the Social Skills Rating System and the Teacher-Student Attachment Questionnaire. Typically occurring indices such as the number of discipline referrals to the principal's office, the number of discipline referrals to the building's collaborative problem-solving team and number of special education referrals were also analyzed. The results demonstrate that children who received instruction in the preventative social skills program showed fewer problem behaviors and fewer hyperactive behaviors than their counterparts who did not receive instruction in the preventative social skills program from their teachers. This result indicates that children who receive the preventative social skills program have better-regulated behavior which is considered to be an important element of social competence. This better regulated behavior was evidenced when looking at the typically occurring indices. Children who were exposed to the preventative social skills program were sent less often to the principal for discipline problems and were referred less often for behavioral concerns to the building's collaborative problem-solving team than were their classmates who did not receive the preventative social skills program. The investigation discovered a strong positive relationship between social competence and attachment. Students who demonstrate better-regulated behavior are perceived by their teachers as having secure attachments.
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