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Teachers Perception Of The Prevalence Of Social Skills Deficits In Fifth Grade Students
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Book Synopsis Teachers' Perception of the Prevalence of Social Skills Deficits in Fifth Grade Students by : Jeannine Gorham-Oliver
Download or read book Teachers' Perception of the Prevalence of Social Skills Deficits in Fifth Grade Students written by Jeannine Gorham-Oliver and published by . This book was released on 1996 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Skills written by Julie A. Plocher and published by . This book was released on 2002 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Frequency, Duration, and Teachers' Perceptions of Social Skills Instruction for Children in Kindergarten Through Grade 6 by : Deborah J. Fischer
Download or read book An Analysis of the Frequency, Duration, and Teachers' Perceptions of Social Skills Instruction for Children in Kindergarten Through Grade 6 written by Deborah J. Fischer and published by . This book was released on 2004 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Skills Deficits in Students with Disabilities by : Helen Nicole Frye Myers
Download or read book Social Skills Deficits in Students with Disabilities written by Helen Nicole Frye Myers and published by Rowman & Littlefield. This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social skills may impact a student with a disability more than the disability itself. Learn the social deficits and challenges associated with disabilities, as well as strategies to support social skill development. A variety of professionals share their success strategies so readers (parents, teachers, counselors, psychologists, and others working in the disability field) can incorporate them into their professional "toolbox" and practice. Included are strategies from special educators, school counselors, licensed professional counselors, an occupational therapist, and a psychologist. Current issues such as bullying are explored in addition to ways professionals and universities should be involved in supporting social skills of students with disabilities. A special section on working with parents includes a handout with strategies parents can use while social skills are developing in their child. Book jacket.
Book Synopsis 180 Days of Social-Emotional Learning for Fifth Grade by : Kayse Hinrichsen
Download or read book 180 Days of Social-Emotional Learning for Fifth Grade written by Kayse Hinrichsen and published by Teacher Created Materials. This book was released on 2021-08-02 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: An effective fifth grade workbook that provides daily social and emotional learning (SEL) activities to help students explore emotions, actions, relationships, and decision making. The daily activities connect to the CASEL competencies, mindfulness, and key affective education initiatives. This SEL workbook makes at-home learning, whole class instruction, or small group support, quick and easy. Help students build self-awareness, analyze relationships, discover diverse perspectives, and apply what they have learned with engaging lessons. The use of fiction and nonfiction text allows for self-reflection and growth. Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, and build connections between home and school. Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect to introduce SEL topics for discussion.
Book Synopsis Teaching Social Skills to Urban Students by : Jessica Ubl
Download or read book Teaching Social Skills to Urban Students written by Jessica Ubl and published by . This book was released on 2006 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: I am a fifth grade teacher in an urban charter school working with "at risk" students with social behavioral problems. I wanted to know how to create community with in the classroom because I feel a safe and welcoming atmosphere is necessary for students to learn. I wondered if student interactions would become more positive with the teaching of social skills. My research question was, "What is the impact of teaching social skills in an urban fifth grade classroom?" Several researchers have influenced and supported my interest in teaching social skills. McGinnis and Goldstein (1997) suggested schools needed to create opportunities for students to participate in rule setting and to accept responsibility; students must be taught the skills necessary for prosocial participation in these activities. Jackson, Jackson and Monroe (1983) believe social skill training programs are needed because many children do not acquire critically important social abilities without them. Charney (2002) stresses teachers need to establish an on going curriculum in self-control, social participation, and human development. Lane, Menzies, Barton-Arwood, Doukas, and Munton (2005) state social skills are a necessary component of a student's educational and social success. McGinnis, Jackson, Charney and Lane are just a few researchers that influenced and supported my interest in teaching social skills. I action researched by teaching social skills to my fifth grade students using "Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills" by McGinnis and Goldstein as my curriculum. I implemented my action research plan in ten days. The first and last days were spent giving a questionnaire survey. The rest of the days I taught the social skills: listening, problem solving, dealing with anger, and apologizing in eight forty-five minute lessons. Two days per social skill. The data I collected was student opinions from the questionnaire surveys and observations before, during, and after the teaching of social skills. I wanted to know if teaching the social skill lessons would have an impact on the students' interactions with each other. The results of the surveys were less dramatic than desired. Ideally, I wanted to see all students increase their use of social skills I taught. Listening increased, problem solving and apologizing stayed the same, and anger management decreased. In the students' opinions, problem solving, dealing with anger, and apologizing were the most useful skills to learn. From my observations, problem solving was the most useful and utilized social skill used by the students. I had two predictions for the outcomes of my study. One prediction was that teaching my students social skills would improve their interactions with each other. The other prediction was improved student interaction would create a stronger learning community, thus creating more time for learning. In my opinion, both of my predictions were accurate. According to my observations, student interactions and time for instruction did improve.
Book Synopsis Parent, Teacher, and Self Perceptions of Gifted Student Social Skills by : Angela Goethel
Download or read book Parent, Teacher, and Self Perceptions of Gifted Student Social Skills written by Angela Goethel and published by . This book was released on 2011 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social skills competency appears to be critical to the development of positive interpersonal relationships and may serve to increase social connectedness and psychological well-being (Merrell, 1999; Ross, Shochet, & Bellair, 2010; Segrin & Rynes, 2009; Segrin & Taylor, 2007). Research findings have been mixed regarding the social-emotional and psychological well-being of gifted and talented students (Galloway & Porath, 1997). By examining teacher, parent, and self perceptions of gifted student social skills, this study sought to assess those skills which may support the development of positive relationships with adults and peers at school. Differences were found between teacher, parent, and self-perceptions of gifted student social skills at the overall Social Skills composite score and across specific scale scores. Additionally, differences emerged between in the importance these raters placed on skills within the Cooperation scale. Information from qualitative questions was summarized to provide insight which might otherwise be missed with the use of rating scales alone. Implications for practice were considered to assist educators in maximizing the well-being and potential of gifted students in their schools.
Book Synopsis Social Support, Social Skills, and Educational Setting and Their Relation to the Perceived Self-Concept of Children with Learning Disabilities by :
Download or read book Social Support, Social Skills, and Educational Setting and Their Relation to the Perceived Self-Concept of Children with Learning Disabilities written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined student-perceived teacher and classmate support, teacher- and peer-preferred social skills, and educational setting and their relation to student-perceived scholastic competence and social acceptance. Sixty children in fourth and fifth grades who were diagnosed with a learning disability (LD) in reading or written language participated in the study, as well as students' language arts teachers. Four research questions were posed. The first two questions asked whether educational setting was related to students' perceptions of teacher support and classmate support. The third question asked if student-perceived teacher support, teacher-preferred social skills, and educational setting were related to student-perceived scholastic competence. The last question asked whether student-perceived classmate support, peer-preferred social skills, and educational setting were related to student-perceived social acceptance. Two one-way ANOVAs indicated that student perceptions of teacher and classmate support were not related to educational setting. The third and fourth questions were answered using a parallel statistical procedure involving standard multiple regression analyses. Results indicated that social support and social skills were related to aspects of self-concept, and educational setting was related to self-concept. Implications of these findings regarding the role of school psychologists and the development of children with LD were discussed, emphasizing the importance of social processes within the classroom as well as how children with LD formulate their self-perceptions.
Book Synopsis Relational Aggression by : Rachael T. Sebold
Download or read book Relational Aggression written by Rachael T. Sebold and published by . This book was released on 2012 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question addressed in this project was, "How do 5th grade teachers describe their experiences with the social interactions within their female students?" The purpose of this study was to explore the perceptions of 5th grade teachers regarding the social interactions of their female students especially as it related to relational aggression and the strategies that are being utilized to address this issue. A key influence for this capstone was researcher Nicki Crick from the Crick Social Development Lab who is a pioneer in the study of relational aggression. The author developed a qualitative survey to gain understanding of 5th grade teacher's perspectives of the social interactions within their female students. Results from the study indicated that relational aggression was a common occurrence within 5th grade female students, and that 5th grade teachers lacked specific training on relational aggression interventions.
Book Synopsis The Impact of Social Skills Instruction on Social and Emotional Functioning of Students with Emotional and Behavioral Disorders by : Erin M. Birk
Download or read book The Impact of Social Skills Instruction on Social and Emotional Functioning of Students with Emotional and Behavioral Disorders written by Erin M. Birk and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated special education teachers', regular education teachers', and other educators' perceptions regarding the impact of social skills instruction on the social and emotional functioning of students with emotional and behavioral disorders and their students' ability to generalize learned skills into other settings. Two hundred eighty-five participants completed the online survey and twelve randomly selected respondents participated in a phone or face-to-face interview. The online survey was developed to collect information about participants' demographic information, to gain an understanding of the social skills program offered in their district, and to determine their perceptions related to the effectiveness of social skills instruction and their students' ability to generalize skills learned into other settings. The special education teachers were more knowledgeable about social skills instruction than regular education teachers and other educators; however, all participants described a high level of ignorance in regards to the programs employed to address deficits and the methods utilized to assess effectiveness. Based on the responses provided, most participants suggested that social skills instruction occurs within a vacuum without opportunities for transfer of skills. The large majority of respondents indicated no observable difference in skill attainment on improving students' social and emotional functioning as a result of social skills instruction. Largely, respondents indicated a lack of communication as an explanation for the poor generalization. Results of the current study revealed that changes to the delivery of social skills instruction is necessary to ensure generalization of the skills taught. Educators should consider including all stakeholders in identifying needs and addressing deficits in order to reinforce learned skills across all settings.
Book Synopsis Social Skills Training by : Edward J. Stange
Download or read book Social Skills Training written by Edward J. Stange and published by . This book was released on 1998 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of the Level of Social Skills of 5-7 Year Old Children by : Jon Stoddart
Download or read book Teacher Perceptions of the Level of Social Skills of 5-7 Year Old Children written by Jon Stoddart and published by . This book was released on 1998 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Need for the Instruction of Social Skills by : Brittany Goddard
Download or read book The Need for the Instruction of Social Skills written by Brittany Goddard and published by . This book was released on 2018 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communities and parents have identified the desire for students to be gaining social skills from their education; however, the research that has been conducted around this topic has had varied results and has not examined the role that an educator has in the students' social skills development. Therefore, the purpose of this study was to identify the perceptions of an elementary teacher regarding (a) her explicit instruction of social skills and (b) to reflect on the reactions to the social skills situations that arose in the classroom. A mixed-methods approach was used to examine the growth of the participants social skills identification based on their survey results and a reflective researcher journal was completed by the educator. The general education teacher completed a daily reflective journal regarding her social skills instruction and responses to situations that happened with her second-grade students. Students completed three social skills surveys to identify their own progress and perceptions of their social skills abilities. Based on the students' survey results, there was a positive gain in the students' social skills identification. However, the researcher noticed a Dunning-Kruger effect with the students and their survey results. She also identified areas of weakness in her explicit instruction regarding (a) academic time, (b) consistent social skills reinforcement and (c) her own faults when teaching and interacting with students. Educators are encouraged to participate in reflective teaching practices regarding their explicit social skills instruction and how they are impacting their students' social skills development.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Social Skills Curriculum for Students with Autism by :
Download or read book Social Skills Curriculum for Students with Autism written by and published by . This book was released on 2014 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The research question addressed is, how can one design and create an effective social skills curriculum that will increase social interactions and behaviors of fourth and fifth grade students with autism spectrum disorder? This capstone documents the research and design of a social skills curriculum. The capstone explores evidence based interventions and strategies used to teach social skills to students with autism. The author illustrates the curriculum model and identifies the procedures used for designing the instructional guide. The capstone goes on to highlight the limitations and challenges of creating a social skills curriculum and recommendations for using the guide. The social skills curriculum guide is divided into five sections that include the major categories of social development and is used to teach students with social, communication, and behavior deficits" --
Book Synopsis Social and Emotional Education in Primary School by : Carmel Cefai
Download or read book Social and Emotional Education in Primary School written by Carmel Cefai and published by Springer Science & Business Media. This book was released on 2013-10-04 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book synthesizes concepts, findings, and best practices for a complete guide to planning, implementing, and evaluating social and emotional education (SEE) programs. Emphasizing "caught" as well as taught lessons, it offers a whole-school framework for SEE, with content, rationales, assessment tools, and age-appropriate strategies. Interventions are also included for use across subjects, to engage learners and assist students with behavioral and emotional difficulties. And the lessons travel beyond the classroom, involving the whole school, families and communities. Key areas of coverage include: How SEE can be taught and assessed as a core competence. Classroom and whole school frameworks to enhance SEE. Examples of targeted interventions for at-risk students. Techniques for enlisting parents and communities in supporting SEE. A complete online set of SEE class and homework activities. Social and Emotional Education in Primary School is an essential resource for scientist-practitioners, educators, and other professionals as well as researchers and graduate students in special and general education, child and school psychology, educational psychology, social work, positive psychology, and family-related fields.
Book Synopsis Parent Perceptions on how Technology is Affecting Fifth Graders' Social Skills by : Noelle Kathryn Eades
Download or read book Parent Perceptions on how Technology is Affecting Fifth Graders' Social Skills written by Noelle Kathryn Eades and published by . This book was released on 2016 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine parent and/or guardian perceptions of the effects of technology on the social development of fifth grade students. Sixteen participants were given surveys in the form of 18 questions, which included one open-ended question. The study identified percentages of parents' perceptions about their child's cell phone and computer use in relation to their social skills, particularly face-to-face interaction skills. The overall theme included parents' realizations that their fifth graders will eventually be more engaged in technology use; however, parents currently are able to limit and supervise their child's technology use closely. Parents seemed to want their children to understand the importance of face-to-face interactions and texting and online messaging was not considered a replacement in-person communication."--Abstract, p. 1.
