Many students with IEPs experience challenges with social inclusion due to their inappropriate or limited social skills. They may spend recess, lunch, or afternoons alone. They may have few or no friends and are at times victims of bullying. Some of these same students may not have goals written into their IEPs that target appropriate social skills. As you read the articles, notice the various social goals that were targeted and whether the interventions were effective.
For this Discussion, you will focus on social skill development and evidence-based interventions to improve social skills among students with exceptionalities.
· Review the module’s Learning Resources about various social skills interventions.
· Conduct a search for at least five current (published within the last 3 years), peer-reviewed articles relating to social skills interventions. Note: These articles will also be used for this module’s Assignment.
A brief evaluation of the selected articles and the latest research on social skills intervention strategies for students with exceptionalities. Then address the following questions:
· After analyzing the articles, what gaps did you notice between theory/research and practice?
· Evaluate the evidence-based intervention strategies identified in the articles to teach students with exceptionalities social skills. How do the evidence-based strategies support a culturally diverse population? Has the intervention been proven to be effective among students with exceptionalities? Explain why or why not.
Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Fitzpatrick, M., & Knowlton, E. (2009). Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure, 53(4), 253–266.
Gresham, F. (2015). Evidence-Based Social Skills Interventions for Students at Risk for EBD. Remedial and Special Education, 36(2), 100-104.
January, A. M., Casey, R. J., & Paulson, D. (2011). A meta-analysis of classroom-wide interventions to build social skills: Do they work? School Psychology Review, 40(2), 242–256.
Miller, M., Fenty, N., Scott, T. M., & Park, K. L. (2011). An examination of social skills instruction in the context of small-group reading. Remedial and Special Education, 32(5), 371–381.
Sansosti, F. J. (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools, 47(3), 257–281.
Laureate Education (Producer). (2012c). Social and emotional learning [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
This video is an interview with Jennifer B. G. Symon, PhD, Associate Professor, California State University.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
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