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Effectiveness of a Blended Learning Social Skills Intervention on High School Students Identified as At-Risk for Emotional and Behavioral Disorders

机译：混合学习社交技能干预对被确定为情绪和行为障碍风险高中生的有效性

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摘要

The purpose of this study was to evaluate the social, emotional, and behavioral impact of a nine-week blended learning social skills intervention for high school students identified as having, or at-risk for, Emotional and Behavioral Disorders. Exploring how social skills interventions improve students' social, emotional, and behavioral deficits can aid in the development of a curriculum that combines social and academic skills in new and innovative ways. This quantitative study utilized a pretest---posttest method. High school students identified as having, or at risk for, Emotional and Behavioral Disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding Social Emotional Assets and Resilience Scales (SEARS) pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains (self-regulation, empathy, responsibility, and social competence) were all found to be statistically significant predictors of the students' total composite score. Similarly, gender was found to be a robust, significant predictor of the student's total composite score. Implications of the study include strategies for developing and delivering social skills interventions at the high school level.
机译：这项研究的目的是评估为期9周的混合学习社交技能干预对被识别为患有情感和行为障碍或处于危险之中的高中生的社交，情感和行为影响。探索社交技能干预措施如何改善学生的社交，情感和行为缺陷，可以帮助开发以新颖的方式将社交和学术技能相结合的课程。这项定量研究采用了前测-后测方法。邀请了被确定为患有情感和行为障碍或处于危险中的高中生及其特殊的教育工作者，以完成研究人员设计的社交技能干预措施，并通过相应的社交情感资产和韧性量表（SEARS）进行前测和后测。学生或特殊教育者的测试前和测试后分数之间没有统计学上的显着差异。 SEARS的社会情感领域（自我调节，同理心，责任感和社会能力）都被认为是学生总综合得分的统计显着预测因子。同样，性别被认为是学生总综合得分的有力，重要的预测因子。该研究的意义包括在高中阶段开发和提供社交技能干预措施的策略。

著录项

  • 作者

    Tidmore, Lauren Renee.;

  • 作者单位

    Southeastern University.;

  • 授予单位 Southeastern University.;
  • 学科 Curriculum development.;Special education.;Educational technology.;Educational psychology.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 115 p.
  • 总页数 115
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 天文学;
  • 关键词

  • 入库时间 2022-08-17 11:52:52

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