TY - JOUR
T1 - Initial analysis of the accepts curriculum
T2 - Efficacy of instructional and behavior management procedures for improving the social adjustment of handicapped children
AU - Walker, Hill M.
AU - McConnell, Scott
AU - Walker, Jacqueline L.
AU - Clarke, James Y.
AU - Todis, Bonnie
AU - Cohen, Geoffrey
AU - Rankin, Richard
N1 - 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.
PY - 1983
Y1 - 1983
N2 - 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.
AB - 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.
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U2 - 10.1016/0270-4684(83)90029-0
DO - 10.1016/0270-4684(83)90029-0
M3 - Article
AN - SCOPUS:1842709519
SN - 0270-4684
VL - 3
SP - 105
EP - 127
JO - Analysis and Intervention In Developmental Disablities
JF - Analysis and Intervention In Developmental Disablities
IS - 1
ER -