The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students

被引：9

作者：

Marquez, Brion ^{[1
]}

Marquez, Jessie ^{[1
]}

Vincent, Claudia G. ^{[1
]}

Pennefather, Jordan ^{[1
]}

Sprague, Jeffrey R. ^{[1
]}

Smolkowski, Keith ^{[2
]}

Yeaton, Pamela ^{[1
]}

机构：

[1] IRIS Educ Media, Eugene, OR 97401 USA

[2] Oregon Res Inst, Eugene, OR USA

来源：

EDUCATION AND TREATMENT OF CHILDREN | 2014年 / 37卷 / 01期

关键词：

POSITIVE BEHAVIOR SUPPORT; SCHOOL; EFFICACY; CHILD; INTERVENTION; ACHIEVEMENT; COMPETENCE; MANAGEMENT; CLASSROOM; TEACHERS;

D O I：

10.1353/etc.2014.0000

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

We describe the development and initial evaluation of the efficacy of We Have Skills! (WHS), a video-based social skills instructional program for early elementary school students. The components of WHS were designed to be scientifically sound, maximally useful to elementary school teachers, and effective in increasing students' social skills. Results from feasibility and social validity testing showed that teachers felt the program was easy to implement and highly recommended its use. The initial efficacy evaluation of WHS conducted with 70 classrooms randomly assigned to intervention and control conditions showed that teachers in the intervention group scored significantly higher on self-efficacy than teachers in the control group. Students in the intervention classrooms were rated significantly higher on key social skills by their teachers at posttest compared to students in the control group. Implications for further testing of WHS are discussed, along with study limitations and recommendations for future research and practice.

引用

页码：137 / 161

页数：25

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