Submissions to Scholars Junction will be closed starting Monday, December 21, as we begin migrating to a new platform.

    • Login
    View Item  
    •   Scholars Junction
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Scholars Junction
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Search

    My Account

    Login Register

    About

    About This Repository Deposit Your Work Policies and Terms of Use Contact Us More Scholarly Communication Services

    Browse

    Entire Repository Communities & Collections Issue Date Authors Titles Subjects This Collection Issue Date Authors Titles Subjects

    Analysis of Instructional Activities on the Acquisition of Social Skills

    View/ Open
    etd-04262017-135052.pdf (1.147 Mb )
    Author
    Smith, Hallie Marie
    Item Type
    Dissertation
    Advisor
    Henington, Carlen
    Gadke, Daniel
    Committee
    Justice, Cheryl
    Stratton, Kasee
    Metrics
    
    Abstract
    The purpose of this study was to determine which of 3 instructional activities, when combined with behavioral skills training (BST) was the most effective at eliciting prosocial behaviors, decreasing maladaptive behaviors, and increasing the occurrence of a target social skill. Additionally, this study sought to determine if this model of group intervention (combining BST with various activities) was an effective approach at addressing social skills deficits of elementary-aged children. Four children, ages 6 to 8 years old, participated in this study, which took place at a university-based school psychology services clinic in the Southeastern United States. Overall, results of this study were variable in that different instructional activities impacted dependent variables in different ways for each participant. When comparing the 3 instructional activities, there were minimal differences in the impact each had on the display of prosocial and maladaptive behaviors. However, parents of the participants in this study reported that this social skills intervention was acceptable and beneficial at addressing social skill deficits in children. Similarly, the participants themselves reported that they liked coming to the group, made new friends in this group, and that they would be happy if they could keep coming to this group. Overall, the findings of this study revealed implications about the inclusion of activities into group social skill intervention sessions as well as the utility of this model of group intervention delivery. Limitations to this study as well as recommendations for future research in this area are discussed.
    Degree
    Doctor of Philosophy
    College
    College of Education
    Department
    Department of Counseling, Educational Psychology, and Foundation
    URI
    https://hdl.handle.net/11668/19750
    Collections
    • Theses and Dissertations
    Show full item record
    Mississippi State University Libraries
    395 Hardy Rd
    P.O. Box 5408, Mississippi State, MS 39762-5408
    (662) 325-7668
    (662) 325-0011
    (662) 325-8183
    Contact repository admin Report a problem Terms of use Privacy policy Accessibility MSU Legal
     

     

    Mississippi State University Libraries
    395 Hardy Rd
    P.O. Box 5408, Mississippi State, MS 39762-5408
    (662) 325-7668
    (662) 325-0011
    (662) 325-8183
    Contact repository admin Report a problem Terms of use Privacy policy Accessibility MSU Legal