Initial analysis of the accepts curriculum: Efficacy of instructional and behavior management procedures for improving the social adjustment of handicapped children

Hill M. Walker, Scott McConnell, Jacqueline L. Walker, James Y. Clarke, Bonnie Todis, Geoffrey Cohen, Richard Rankin

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Twenty-eight handicapped children in the elementary age range participated in an experimental study of a social skills training procedure. A post only, control group design was used to assess effects of the independent variable. Study subjects were randomly assigned to one of three groups. These were (1) social skills training plus contingency management procedures, (2) social skills training only, and (3) control. There were 10 subjects in Group One, 8 in Group Two, and 10 in the control group. Group One subjects were exposed to a social skills curriculum which taught teach-child critical classroom behaviors (facilitative of classroom adjustment) and peer-to-peer social skills. For Group One subjects, behavior management procedures were applied in the classroom and on the playground to strenghten specific skills taught by the curriculum. Group Two subjects received social skills training only. Control subjects received no social skills training or behavior management during this study. Training required 4 to 7 weeks and was conducted using small group teaching formats. Teacher ratings, a criterion role play test (CRP), and behavioral observation data recorded in classroom and playground settings were used to assess changes in child behavior. Results favored the two experimental groups over the control group on all three dependent measures. However, statistically significant differences were obtained only on the criterion role play test and classroom observation data. One of three interactive measures (Interactive Inappropriate) derived from playground observations approached significance (p. < .06). No significant differences were obtained between the two experimental groups on any of the measures. However, Group One subjects were favored on teach ratings of classroom and peer-to-peer skills as well as playground observations. Results were discussed in terms of study limitations, ways of improving the intervention procedures, and needed research in the social skills area vis-a-vis mainstreaming.

Original languageEnglish (US)
Pages (from-to)105-127
Number of pages23
JournalAnalysis and Intervention In Developmental Disablities
Volume3
Issue number1
DOIs
StatePublished - 1983

Bibliographical note

Funding Information:
This research was supported by a Handicapped Children's Model Program Grant from the U.S. Office of Special Education Programs in the U.S. Department of Education.

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