USING BI-WEEKLY SMALL GROUPS FOR STUDENTS WITH ASD TO IMPROVE SOCIAL SKILLS
Date of Award
Project (696 or 796 registration)
Master of Science in Special Education
Social Skill Groups, Video Modeling, Peer Modeling, Common Language, Generalization of Social Skills
The purpose of this research is to determine whether bi-weekly social skill groups that include video modeling, visuals, role-play, peer modeling, group discussion, and generalization practice improve behavior and encourage friendship building. Specifically, this study will look at a group of 5th and 6th grade boys that struggle socially during structured and unstructured times of their school day. These boys often struggle to control their emotions, control their behaviors, and build friendships across school environments and throughout their school day. Baseline data and post intervention data gathered from parents and staff, daily self-evaluation charts, and teacher observations by the co-investigator provided insight that the use of bi-weekly social skill groups as an evidence based intervention improved individualized social skills, decreased problem behaviors, and promoted friendship building in all four study subjects across school and home environments. Information gathered from the baseline data to the post intervention data taken during the months of September, October, and November of 2018, present that social skills in Students 1- 4 improved at an overall average of 7.25% and problem behaviors in Students 1-4 decreased at an overall average of 13% in accordance with the data collected pre and post study via the use of Social Skill Rating Systems Questionnaires. In addition, video observations and observation notes documented by the co-investigator provide evidence that relationships with peers of similar age improved from pre to post study.
Hodgson, Patricia, "USING BI-WEEKLY SMALL GROUPS FOR STUDENTS WITH ASD TO IMPROVE SOCIAL SKILLS" (2018). Dissertations, Theses, and Projects. 138.