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1.
Social skills training interventions have been used extensively for remediating interpersonal deficits of children and adolescents. These interventions represent an essential component of school curricula for at-risk and handicapped students, and have been incorporated into treatment programs for youngsters receiving services in psychiatric hospitals or clinics, residential facilities, and correctional institutions. As the degree of specialized knowledge necessary to effectively implement social skills training programs increases, the need for consultation services becomes more acute. Specific functional relationships among child characteristics, target behaviors, and interventions, for instance, must be analyzed with respect to ecological parameters and constraints. In this article, I discuss the use of consultation for conceptualizing and implementing social skills training with youngsters. Integrating consultation into social skills training requires developing a dynamic and collaborative relationship with practitioners. Current issues and misconceptions pertinent to social skills training are proffered in order to enhance consultant's role as problem solver and to ensure treatment integrity. This article also delineates the nexus among assessment information, target behavior selection, and intervention factors that are considered essential for providing comprehensive and effective social skills training.  相似文献   

2.
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavior supports (i.e. social skills training, functional behavioral assessment, and team collaboration). The results indicate that early intervention services that teach social skills and use functional behavioral assessments to deal with problem behaviors are beneficial to children displaying behavioral challenges.  相似文献   

3.
A two-phase parent consultation intervention was used to treat a noncompliant 14-year-old girl. Phase I was a management training program modeled after the Forehand and McMahon program for conduct disordered children. Phase 2 was a communication and problem-solving skills training program that incorporated procedures prescribed by Foster and Robin. Case progress was monitored using a parent's daily log of the child's behavior, direct observations of the family meetings, and a measure of the family issues that were resolved. After consultation, the child was meeting an average of 86% of the parents' objectives, family members were making fewer derogatory comments and more comments indicating effective listening during family meetings, and both the parents and the child agreed that important issues had been resolved. The case serves as an example of the application of case study strategies within a behavioral technology training approach to consultation services.  相似文献   

4.
This article provides an overview of some of the recent developments in assessing social skills of children and youth, as well as a discussion of "best practices" in conducting assessment and linking assessment to effective intervention. Naturalistic behavioral observation and behavior rating scales are proposed as the 2 assessment methods that should be considered primary or "first-line" choices for social skills assessment. A review of some specific tools that have been developed within these 2 assessment methods is provided. Interviewing and sociometric techniques, although not necessarily primary methods of assessment for children's social skills, sometimes may be an important part of an assessment design, or "second-line" choices. Projective-expressive techniques or objective self-report instruments for assessing children's social skills sometimes may help illuminate the overall assessment results but should never be used as primary assessment methods for social skills; thus, these methods are considered "third-line" methods for this purpose. Six best-practices recommendations, all of which are supported by previous empirical research, are offered for improving social skills assessment efforts. Finally, conclusions are drawn regarding the current state of the art in social skills assessment, as well as implications for future directions in this area. Clearly, the challenge facing researchers and practitioners who are concerned with this area will be to make assessment "functional" and link it to intervention more effectively.  相似文献   

5.
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6.
This article contains a review of the current treatment approaches to child abuse in terms of the following models: psychopathological, sociological, social-situational, family systems and social learning. The psychopathological model of child abuse emphasizes direct services. The services provided may consist of individual, group and lay treatment, volunteer companions, and self-help groups. The sociological model's approach to intervention emphasizes the need for wide-ranging changes in social values and structures. The socio-situational model's approach to treatment is based upon the assumption that the cause of child abuse lies not in the individual, but in the social situation, which may, in turn, be maintaining abusive patterns of behavior. The family systems approach to treatment resembles that of the socio-situational model in that it too emphasizes changing the family's pattern of interaction and behaviors. Finally, the social learning approach to treatment involves the identification of behavioral goals, specific techniques for achieving these goals, and the use of social reinforcers to facilitate this process. Data indicate that parents who abuse their children face multiple social and psychological difficulties. It has been suggested that the reason why treatment programs have not prodoced significant results in treating parents who abuse their children is that they focus on only one of the factors that operate to produce child abuse, i.e., lack of child management skills, marital dissatisfaction, or vocation or interpersonal skills dissatisfaction. It is logical that a treatment approach to abuse must view the problem as multi-determined and services should be structured in such a manner. Thus, the comprehensive treatment program should consist of the following; (1) Child Management Program; (2) Marital Enrichment Program; (3) Vocational Skills Enrichment Program; (4) Interpersonal Skills Enrichment Program. Programs to accomplish the acquisition of requisite skills in each of the four areas of emphasis are chosen from the technology of applied behavioral analysis. Each of the four program components is reviewed along with the rationale for a comprehensive program delivered through a behavioral group work approach. The article concludes with a discussion of the implementation and evaluation of the program.  相似文献   

7.
I present an explanation of both the scientific and the artful components of school consultation, relating it to both the scientific and the artful aspects of teaching. The scientific component of school consultation is comprised of the content or technical teaching and intervention strategies used to solve classroom consultation problems. The artful component consists of the process of consultation and is comprised of the various communicative, interactive, problem-solving, and decision-making skills used in the process. This conceptualization of classroom consultation is described as it might be used in school programs to facilitate improved education for mildly handicapped and at-risk students enrolled in general classroom programs.  相似文献   

8.
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided.  相似文献   

9.
The number of young children whose home language is not English continues to increase every year in the United States. Challenges for English language learners (ELL) involve low academic achievement related to low expectations and inappropriate instruction, and inappropriate assessment instruments or procedures resulting in overrepresentation of ELL students in higher incidence disabilities. In addition, the lack of effective instructional strategies for teaching ELL students often lead to behavioral problems and poor social interaction skills. The purpose of this article is to examine the learning context of young ELLs relative to culturally and linguistically responsive intervention. Components and potentials of response to intervention model were investigated. Essential factors involved in culturally and linguistically responsive intervention were identified. Finally, challenges in preparing culturally appropriate context were discussed.  相似文献   

10.
This study examined the effectiveness of the PATHS (Promoting Alternative THinking Strategies) Curriculum on the social, cognitive, and behavioral status of elementary school-age deaf children. PATHS, a school-based preventive intervention model, was designed to improve children's self-control, emotional understanding, and problem-solving skills. The intervention field trial included a quasi-experimental, wait-list control design involving 57 children in 11 self-contained classrooms utilizing Total Communication. Teachers were trained in the intervention model and provided PATHS lessons during most of one school year. Results indicated that the intervention led to significant improvement in students' social problem-solving skills, emotional recognition skills, and teacher- and parent-rated social competence. There was no effect in this normative sample on teacher- or parent-rated psychopathology. One-and-two-year posttest results indicated maintenance of effects. Results on the wait-list control group indicated replication of effects in a second sample. Discussion focused on the nature of change in school-based prevention trials.  相似文献   

11.
The role of social dynamics in the establishment and maintenance of aggressive and disruptive behavior is reviewed and discussed in light of consultation. Three key areas are outlined: the contributions of social structures to interpersonal conflict, the relation between peer associations and problem behavior, and the relation between social positions and problem behavior. This article suggests that direct intervention efforts (e.g., social skills training, behavior management strategies, peer support strategies, grouping practices) can be augmented by information about ongoing social dynamics in the classroom and school. Specific ways that behavior consultants can use social dynamic information to support the direct intervention efforts of teachers and administrators are discussed.  相似文献   

12.
The purpose of this study was to examine how school psychologists implemented the problem-solving consultation process within a computer-simulated school environment. Four school psychologists were recruited to complete three simulated consultation cases. The school environment was computer generated and all of the teachers and target students (clients) were computer generated. A qualitative case study design coupled with interviews was used in this study. Three themes emerged from the data analysis including (a) behavioral approach to problem conceptualization, (b) individualized approach to intervention design, and (c) minimal attention to plan evaluation. Implications for problem-solving consultation training as well as use of computer simulation are discussed.  相似文献   

13.
An investigation of the effectiveness of school-based behavioral consultation was conducted. Participants were 80 teachers who recently were involved in consultation with a practicing school psychologist. Teachers were asked to evaluate a recent consultation case using a consultant effectiveness scale, a measure of intervention quality, and an intervention outcome index. Results indicated that consultant skills were rated as highly effective, 4 of 6 critical elements of problem solving were included in a majority of cases, and in two thirds of the cases student functioning improved. Significant correlations between consultant skills, consultation quality, and case outcomes were obtained. Potential contributions of field-based consultation research are discussed.  相似文献   

14.
The interpersonal cognitive problem-solving (ICPS) skills (i.e., means-ends thinking, identified obstacles, alternative solutions, consequential thinking) of 150 families (father, mother, and child 6-11 years old) were assessed via written tests and problem-solving behavioral performance. The interrelationships of ICPS written and behavioral problem-solving skills were examined, as were the relationships of each of these measures of problem solving to both parent and teacher indices of child adjustment. IQ, as measured by the age-appropriate Wechsler scale, was partialed out. Results indicated some ecological validity of written alternatives and consequential tests for children and means-ends tests for parents. Neither parents' nor children's written ICPS scores nor problem-solving behavior were systematically related to either teacher or parent ratings of child adjustment. However, a behavioral index of parental facilitation of child problem solving was significantly related to all problem-solving behaviors and some written ICPS measures. Results are discussed in terms of the role of ICPS skills in child adjustment, the potential limits of ICPS measures in therapy outcome, and the manner in which children learn interpersonal cognitive problem solving.  相似文献   

15.
Behavioral consultation is a prominent indirect service model in the practice of psychology in the schools. Despite some empirical support for the use of behavioral consultation strategies, consultants frequently face a number of barriers to implementation of treatment in practice. This article outlines a number of these barriers in behavioral consultation, including the lack of standardization of consultation, lack of specific training of consultants, little or no consultee (teacher) training, problems surrounding target behavior identification, and external constraints to consultation. Each of these areas is described along several dimensions that need to be addressed in future research.  相似文献   

16.
E F Dubow  J Tisak 《Child development》1989,60(6):1412-1423
This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed.  相似文献   

17.
Social skills are important to the successful social and academic functioning of all students and play a significant role in avoiding or preventing negative responses from others. Social skills also are important aspects of effective schools. In this article, we emphasize the assessment and intervention of the academic side of social skills. That is, we examine the role that social skills play in facilitating individuals' learning and creation of a school environment where others can feel supported and motivated to learn. As a basis for this examination, we first review several key studies documenting interrelations among social skills and academic competence. Next, we briefly review current assessment practices focusing on rating scale methods for documenting students' social skills and perceptions of social support. Finally, we introduce an instructional approach called the Responsive Classroom (Charney, 1992) that has been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers. We conclude with recommendations for researchers and practitioners to continue to consider the strong interrelations among social skills, academic functioning, and social support when working with all students in elementary and middle schools.  相似文献   

18.
Gickling's model of curriculum-based assessment (CBA) has been linked to problem identification and intervention development and is used in several school consultation approaches. This article uses Ellis's (2001) three levels of research criteria to examine the use of CBA in a school consultation model. Aside from the need for more psychometric data, available research has consistently supported the theoretical soundness and demonstrated the effectiveness of CBA. However, there is evidence that CBA lacks widespread and consistent implementation. Areas for future research and implications for practice are included.  相似文献   

19.
Recognising critical reasoning and problem-solving as one of the key skills for twenty-first century citizenship, various types of problem contexts have been practiced in science classrooms to enhance students’ understandings and use of evidence-based thinking and justification. Good problems need to allow students to adapt and evaluate the effectiveness of their knowledge, reasoning and problem-solving strategies. When students are engaged in complex and open-ended problem tasks, it is assumed their reasoning and problem-solving paths become complex with creativity and evidence in order to justify their conclusion and solutions. This study investigated the levels of reasoning evident in student discourse when engaging in different types of problem-solving tasks and the role of teacher interactions on students’ reasoning. Fifteen students and a classroom teacher in a Grade 5–6 classroom participated in this study. Through case analyses, the study findings suggest that (a) there was no clear co-relation between certain structures of problem tasks and the level of reasoning in students’ problem-solving discourse, (b) students exhibited more data-based reasoning than evidence-based and rule-based justification in experiment-based problem-solving tasks, and (c) teacher intervention supported higher levels of student reasoning. Pedagogical reflections on the difficulties of constructing effective problem-solving tasks and the need for developing teacher scaffolding strategies are discussed.  相似文献   

20.
ABSTRACT

The purpose of this study was to explore how prospective special educators (PSEs) used and experienced different types of consultation skills in consultation sessions they held with general educators. The participants were 17 PSEs in Finland attending a course in which problem-solving stages and communication skills were taught. The PSEs’ self-reflections on the audio-recorded consultation sessions were analyzed using an interpretative hermeneutical approach with qualitative content analysis. The strategies they used can be described as creating frames and clarity, applying reflective listening, offering keys and lifelines, and supporting the change. The results concerning facilitators indicated that the PSEs found both problem-solving stages and communication skills useful. Several pitfalls indicated that although the PSEs were aware of the consultation skills, they were still unable to apply them flexibly. The results indicated that self-reflection can be used as a tool in PSEs’ consultation training, but as a complement, more supervised consultation training is also needed.  相似文献   

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