The Effects of a Classroom Social Skills Training Program on Socially Maladaptive Learning Disabled Elementary Students Page: 2
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Williams, Victoria R., The effects of a Classroom
Social Skills Training Program on Socially Maladjusted
Learning Disabled Elementary Students. Doctor of Philosophy
(Special Education), December, 1982, 154 pp., 8 tables,
references, 135 titles.
This study examined the effectiveness of the Human
Resource Development model of classroom social skills with
intermediate elementary learning disabled children. A
pretest posttest control group design was employed. The
sample consisted of 40 fourth-, fifth-, and sixth-grade LD
pupils who scored in the bottom fourth of their classes in
peer acceptance. The subjects were randomly assigned to the
treatment or control group.
Treatment consisted of six daily one hour training
sessions covering the five skills of physically attending,
psychologically attending, greeting, making polite requests
and complying with requests. Subjects met in groups of six
to eight in lieu of learning assistance and were instructed
through methods including modeling, demonstration, role
playing, didactic instruction, feedback and self-monitoring.
The control group received no treatment but went to learning
assistance as usual.
Prior to and following the conclusion of treatment, peer
acceptance, locus of control, teacher expectation and the
five social skills were assessed via test instruments.
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Williams, Victoria R. (Victoria Riggs). The Effects of a Classroom Social Skills Training Program on Socially Maladaptive Learning Disabled Elementary Students, dissertation, May 1983; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc332412/m1/2/: accessed January 20, 2019), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .