2005 Fiscal Year Final Research Report Summary
The analysis of classroom-based social skills training in children
| Project/Area Number |
15530430
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | University of Miyazaki |
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Principal Investigator |
SATO Shoji University of Miyazaki, Faculty of Education and Culture, Professor of Psychology, 教育文化学部, 教授 (30107205)
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| Project Period (FY) |
2003 – 2005
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| Keywords | classroom based social skills training / booster session / maintenance / School based intervention |
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| Research Abstract |
The previous findings of classroom based social skills training have often shown the loss of long-term maintenance of gain due to of the new class organization.
In the present study, the classroom based SST with children from 3^<rd> to fifth grade, consisiting 6 training sessions, was conducted at two months before classroom organization to confirm the above findings experimentally. The result indicated that the classroom SST was effective for the gain of social skills, but after the new class organization, significant gains of classroom SST disappeared dramatically. This suggested that the positive effect of classroom based SST passed away in short term period unless the performance of social skills should be reinforced from environment (e.g. peer, teacher) everyday. Afterward, when we conducted a booster session that reminded participants of the learned social skills, their social skills performance tended to increase. Thus, it indicated that setting up the environment that reinforce to effective social skills use and conducting the booster sessions periodically was very important to maintain the social skills use.
Based on the above study, it was suggested that the school based SST, implemented with whole school, seems to establish and maintain the gain of SST because there are rich opportunities to reinforce the social skills use in the multiple settings. Next we carried out the school based SST (10 sessions), and as expected, found that following the SST, social skills scores increased and the gains were maintained to six-month follow-up assessment.
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[Journal Article] Development of teacher-rated Problem Behaviors Scale for preschool children.2006
Author(s)
Kanayama, M., Nakadai, S., Isobe, M., Okamura, h., Sato, S., Sato, Y.
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Journal Title
Japanese Journal of Personality 14
Pages: 235-237
Description
「研究成果報告書概要(欧文)」より
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