LONGITUDINAL STUDY ON SOCIAL SKILLS TRAINING
| Project/Area Number |
08610136
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
教育・社会系心理学
|
|---|
| Research Institution | MIYAZAKI UNIVERSITY |
|---|
Principal Investigator |
SATO Shoji MIYAZAKI UNIVERSITY,FACULTY OF EDUCATIOM ASSOCIATE PROFESSOR OF PSYCHOLOGY, 教育学部, 助教授 (30107205)
|
|---|
| Project Period (FY) |
1996 – 1997
|
| Project Status |
Completed (Fiscal Year 1997)
|
| Budget Amount *help |
¥1,400,000 (Direct Cost: ¥1,400,000)
Fiscal Year 1997: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1996: ¥900,000 (Direct Cost: ¥900,000)
|
|---|
| Keywords | social skills training / socially withdrawn behavior / coaching method / long-term maintenance / 社会的孤立行動 / 社会的働きかけ |
|---|
| Research Abstract |
The present study conducred a social skills training to four kindergarten children exhibiting severe socially withdrawn behavior in order to improve their social skills. The coaching and the peer mediated method were combined in the training room and the free play settings. The coaching procedure was consisted in the verbal instruction, discussion of ploblematic situation, modeling, behavioral reharsal, corrective feedback and reiforcement componets. The adequate social initiation and response akills, and the appropriate social interaction skills with peers were taught through the 15 training sessions.
The training effects were assessed after training and one year later. The results showed that all children rapidly decreased their socially isolated behavior and increased their cooparative behavior when the social akills training was introduced and this training effects were maintained for one year except one target child. For three of four withdrawn children, the rate of cooparative play during free play sessions, which was used as an indicator of the generalization effects of skills training, remarkably increased as the social skills training proceeded and high rate of cooparative play was maintained at the one year follow-up assessment.
The positive behavior change observed in the behavioral assessment was confirmed by the social behavior ratings made by their teachers.
It was concluded from the present results that the social skills training with the social withdrawn children was an effective treatement technique for improving the generalization and the lomg-term maintenance of the learned social skills.
|
Report
(3 results)
Research Products
(5 results)
