Use of the Social Explorers Curriculum with Four Kindergarten Students Who Have Social Skills Deficits

Date of Award

Spring 4-8-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Dr. Margaret Potter


social skills, Social Explorers Curriculum, kindergarten


The purpose of this project was to explore the effect the Social Explorers Curriculum (Tarshis, Hendrix, Palmer, & Winner, 2016) had on four kindergarten boys who were identified as having social skills deficits. Social skills can be defined as the verbal and non-verbal behaviors which result in positive social interactions and are necessary for successful interpersonal exchanges. Deficits in these skills are linked to poor academic achievement, dissatisfying relationships, and negative mental health outcomes. The present intervention was conducted to reduce student-specific maladaptive behaviors occurring in the classroom. This intervention was completed in a pull-out format over the course of four weeks. Data collection involved Direct Behavior Rating (DBR) forms tailored to each student’s behaviors of concern and were completed by the student’s teachers during and post-intervention. Results suggest the intervention may have been associated with a reduction of maladaptive behaviors in three of the four students, however inconsistent implementation of the intervention and lack of baseline data cast doubt on whether the intervention was the catalyst for these adaptive reductions.

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