The Systematic Teaching and Modeling of Social Skills to Students Exhibiting Disruptive Behavior.Report as inadecuate




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This practicum was designed to help first and second grade students, who had been identified as Division of Youth and Family Service, Pupil Assistance Committee and/or Child Study Team referrals, positively interact with their peers. The four components of the practicum were the systematic teaching of social skills, teacher training, an in-school mentoring program, and increased efforts to improve communication between parent and school personnel. Analysis of the data indicated that the proactive teaching of social skills to students and their respective teachers, combined with a positive mentoring relationship, helped the students learn and practice the necessary skills to enable them to positively interact with their classmates. It reports that regular communication between the home and the school was essential to the development of an environment of trust, which enabled the writer to have a better understanding of the family dynamics, to develop appropriate interventions, and to help provide resources for these children and their families. Findings indicate that parents and guardians became very supportive of the school and began to reinforce rules and establish consequences at home when their children exhibited poor behavior. (Includes 31 references and 4 appendixes.) (Author/JDM)

Descriptors: Behavior Patterns, Behavior Problems, Counseling Effectiveness, Counseling Techniques, Counselor Client Relationship, Counselor Role, Elementary School Students, Elementary Schools, Family Influence, Family Involvement, Family School Relationship, Interpersonal Competence, Mentors, Models, Parent Role, Peer Influence, Peer Relationship, Primary Education, School Counselors, School Guidance, Teacher Education











Author: Haviland, Diane

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10751&id=ED435072



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