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An Experimental Analysis of the Treatment Validity of the Social Skills Deficit Model for At-risk Adolescents PDF
By:Ramón Bernardo Barreras
Published on 2008 by

Empirical evidence indicates that schools vastly under serve the school-age population with emotional and/or behavioral disorders (EBD). Specifically, over 20% of the school-age population demonstrates deficits that would qualify them for a psychiatric diagnosis; however, only about 1% of this population receives special education services under the EBD category. For students that are identified for additional support, special education services are often delayed until early adolescence; a time when social interactions become increasingly complex and social competency is essential for appropriate behavioral adjustment. Given the number of students who are at-risk for developing EBD's in adolescence, there is an urgent need for schools to proactively screen, identify, and intervene with those students entering, or currently in, the period of adolescence, who are in need of additional services and supports. The primary purpose of the present study was to evaluate the treatment validity of the social skills deficit model for the development and implementation of social skills training (SST) for 10 adolescents who were identified as at-risk for EBD. Specifically, the type of social skill deficits the adolescents demonstrated was identified through teacher rating scales, direct observations, and functional behavioral assessment (FBA). Participants were matched to a particular SST program based on their respective acquisition or performance deficits. The current study adds to the existing research by exploring the benefits of using the social skills deficit model. Direct observations of positive and negative social interactions, and disruptive behaviors served as primary dependent variables. A multiple-baseline across groups with phase change design was utilized to determine a functional relationship between the implementation of each of the SST programs and observed student social skills and problem behaviors. Overall, results suggested that using SST programs matched to student's social skills deficits lead to higher rates of positive social interactions, and reductions in negative social interactions and disruptive behavior. In addition, these gains were maintained at two-month follow-up. Furthermore, social validity results demonstrated that teachers, parents, and students were satisfied with the results. A response to intervention (RtI) model for the identification of students with EBD is proposed. Limitations, implications, and future directions are discussed.

This Book was ranked at 28 by Google Books for keyword Social Skills.

Book ID of An Experimental Analysis of the Treatment Validity of the Social Skills Deficit Model for At-risk Adolescents's Books is ipLFAQAACAAJ, Book which was written byRamón Bernardo Barrerashave ETAG "310BqDKnvxw"

Book which was published by since 2008 have ISBNs, ISBN 13 Code is 9780549848981 and ISBN 10 Code is 0549848983

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Book which have "358 Pages" is Printed at BOOK under CategoryBehavior disorders in adolescence

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