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This paper reviews program for social skills development to reduce conflicts, increase self-control, reduce instructional time spent dealing with behavior problems, and increase teacher satisfaction. The problems of deficiencies in prosocial skills were documented in three fifth-grade classes. Loss of students' recess time, and minutes of instructional time lost due to solving student conflicts were charted; additional data were collected from parent contacts. Analysis of probable cause data revealed that students lacked social skills in areas of empathy, solving conflicts, and dealing with anger. Faculty reported lost instruction time spent dealing with behaviors resulting from student's lack of social skills. High student mobility rate, high minority enrollment, and an increase in low-income families are important among probable causes of inappropriate prosocial skills. A review of possible solution strategies resulted in the decision to increase instructional time for social skills knowledge and development. Classroom teacher satisfaction was increased through the direct instruction of targeted social skills by modeling, role playing, and reinforcing for transfer. Postintervention data indicated social skills instruction resulted in an increase in classroom instructional time and student's knowledge of appropriate social skills. Classroom teachers reported students' use of appropriate social skills increased after the intervention. (Contains 27 references and 10 appendices.) (EMK)

Descriptors: Action Research, Anger, Behavior Problems, Conflict Resolution, Cooperative Learning, Grade 5, Intermediate Grades, Interpersonal Competence, Peer Relationship, Prosocial Behavior, Social Development, Student Development











Author: Hagener, Deborah; Jackson, Gail; Lohr, Colleen; Stenger, Penny

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12299&id=ED422540



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