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Baton, Emily; Crosland, Kimberly; Haynes, Rocky – Research on Social Work Practice, 2019
Purpose: Homeless children are more likely to have social skills deficits relative to same aged peers and may benefit from a social skills intervention. Therefore, the purpose of this study was to assess the Let's Be Social application with the addition of behavioral skills training (BST) to teach social skills to children who were homeless.…
Descriptors: Homeless People, Interpersonal Competence, Teaching Methods, Intervention
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Conlon, Claire M.; Wilson, Charlotte E.; Gaffney, Paul; Stoker, Michael – Journal of Adventure Education and Outdoor Learning, 2018
This study aimed to understand the process of change within Wilderness Therapy. It used grounded theory to explore development and change during the programme and relate this to theories of adolescence and engagement, particularly for adolescents in the care system. Data collected from interviews with 11 adolescents were analysed using…
Descriptors: Outdoor Education, Adolescent Attitudes, Adolescents, Therapy
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Noel, Christina R.; Rubow, Christopher C. – Education and Treatment of Children, 2018
Noncontingent reinforcement (NCR) is an effective technique for reducing a variety of behaviors in individuals with autism spectrum disorders (ASD); however, prior researchers have not investigated the effects of NCR to reduce perseverative speech in children with ASD in naturalistic educational contexts. The current investigation evaluated the…
Descriptors: Reinforcement, Autism, Pervasive Developmental Disorders, Interpersonal Competence
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Neth, Erin L.; Caldarella, Paul; Richardson, Michael J.; Heath, Melissa A. – RMLE Online: Research in Middle Level Education, 2020
Adolescence can be a particularly difficult time for youth as they experience the physical, social, and academic changes that accompany maturation. One of the most critical challenges for schools is teaching adolescent students positive social and emotional skills, which are crucial for them to succeed academically and emotionally. "Strong…
Descriptors: Social Development, Emotional Development, Middle School Teachers, Behavior Problems
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Ogden, Terje; Sørlie, Mari-Anne – International Journal of Emotional Education, 2018
This postscript presents the implementation and evaluation of family and community based intervention programs for children and young people implemented in Norway. The Norwegian experiences and results illustrate how evidence-based programs developed in the U.S. have been transported across geographical and language borders, implemented…
Descriptors: Behavior Problems, Program Implementation, Program Effectiveness, Family Programs
Nanmathi Manian; Wendy McColskey; Kim Benton; Noah Lipshie – National Comprehensive Center, 2021
School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will…
Descriptors: Trauma, Rural Schools, Child Development, School Districts
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Anderson, Sophie; Meints, Kerstin – Journal of Autism and Developmental Disorders, 2016
Equine-assisted activities and therapies are increasing in popularity for treatment of ASD symptoms. This research evaluated effects of a 5-week programme of therapeutic riding on social functioning of children/adolescents (N = 15) with ASD. The effectiveness of the programme was evaluated using the autism spectrum quotient, the Vineland Adaptive…
Descriptors: Autism, Pervasive Developmental Disorders, Therapy, Horses
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Alba, Guadalupe; Justicia-Arraez, Ana; Pichardo, M. Carmen; Justicia-Justicia, Fernando – Electronic Journal of Research in Educational Psychology, 2013
Behavior problems are often observed in classrooms. The age at which problems appears is increasingly younger, and there are no interventions that ensure a reduction in such behavior problems among school age children. Research and previous evidence show the importance of social competence in this kind of prevention. Working with preschool and…
Descriptors: Prevention, Interpersonal Competence, Behavior Problems, Preschool Children
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Webster-Stratton, Carolyn; Herman, Keith C. – Psychology in the Schools, 2010
The Incredible Years (IY) Series is a well-established set of parent, teacher, and child programs for treating and preventing conduct problems and promoting social competence and emotional regulation in young children. The purpose of this article is to describe the development of this evidence-based series within the context of a prevention…
Descriptors: Intervention, Prevention, Mental Disorders, Interpersonal Competence
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Hinds, Joe – Applied Environmental Education and Communication, 2011
The present study was concerned with the effects of a residential woodland education program, incorporating both educational and adventure elements, on proenvironmental attitudes and aspects of well-being. Specifically, adolescent participants (N = 25) from a broad range of backgrounds, including some with challenging behavioral characteristics,…
Descriptors: Barriers, Disadvantaged, Residential Programs, Program Descriptions
Sprague, Jeffrey; Pennefather, Jordan; Marquez, Jessie; Yeaton, Pamela; Marquez, Brion – Society for Research on Educational Effectiveness, 2011
This session will describe the social validity, usability and intent to use of an interactive, state-of-the-art, professional development program based on the Response to Intervention (RtI) approach and its core components (e.g., problem-solving strategy; three tiers of intervention service delivery with universal, selected and intensive…
Descriptors: Validity, Elementary School Teachers, Intention, Usability
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McLaren, Elizabeth M.; Hall, Phyllis J.; Fox, Pamela – NHSA Dialog, 2009
This article examines the Kentucky Initiative for Social Skill and Emotional Development which provides annual training and technical assistance to build early childhood programs' capacity to deliver practices known to promote social and emotional competency. The initiative is based on the 3-tiered Positive Behavior Support model that teaches…
Descriptors: Early Childhood Education, Technical Assistance, Emotional Development, Interpersonal Competence
Krantz, S.; McDermott, H.; Schaefer, L.; Snyder, M. A. – 2003
This report describes a project for teaching students to implement social skills in the classroom, playground, and lunchroom. The hope is to reduce the inappropriate behavior that occurs in these areas. The targeted population consisted of a middle to lower income elementary school in Illinois. After analyzing the data collected, it was revealed…
Descriptors: Behavior Problems, Cooperative Learning, Educational Environment, Elementary School Students
Salzberg, Bernard; Smith, Nancy E. – 1974
Children, aged 10-12, were referred to an outpatient mental health center because of behavior problems, some involving social skill deficits, others not so involved. Children acknowledging a social skill problem, and a desire to do something about it, were chosen pending parent approval and cooperation. Prior to participation in the group,…
Descriptors: Behavior Problems, Children, Elementary Education, Group Guidance
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Bower, Sally; And Others – Elementary School Guidance and Counseling, 1976
An assertiveness training program was adapted for elementary school children. Five girls were trained to overcome their passiveness. An evaluation of their behavior before and after the training showed a significant increase in their assertive behavior due to the training. (SE)
Descriptors: Assertiveness, Behavior Change, Behavior Problems, Elementary School Students
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