Award Date

1-1-2006

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Special Education

First Committee Member

Kyle Higgins

Number of Pages

212

Abstract

Students with emotional and behavioral disabilities can be some of the most difficult students to keep in the regular school setting, let alone include in general education classes (Desbians & Royer, 2005). Often, higher percentages of students with emotional disabilities are placed in the most restrictive settings (e.g., homebound, hospitals, and residential settings) than students with any other disability (Nelson, Jordan, & Rodrigues-Walling, 2002). One of the keys to success for these students is consistent and systematic instruction in the areas of behavior and social skills (Williams & Reisberg, 2003); The use of multimedia, student-generated social skills lessons coupled with teacher facilitation to improve the social skills of middle school students with emotional disabilities was explored in this study. The effects of teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated social skills instruction on the perceived social behaviors of the students were compared. The maintenance of perceived student social skills over time was examined. Also evaluated in this study were the effects of the traditional and combined interventions on student knowledge of social skills; The results of this study indicate that both interventions were effective in improving the students' social skills and their knowledge of social skills. Teachers, parents, and students all perceived that student social skills improved over the course of the study. Students appear to have maintained the improvements over the maintenance periods. The participating teachers perceived that the combined intervention was more effective than the traditional intervention in improving the maintenance of social skills. Parents and students however, did not perceive any differences in the effectiveness of the two interventions or of the two interventions over time on the improvement of the students' social skills performance.

Keywords

Disabilities; Emotional; Emotional Disabilities; Intervention; Interventions; Middle School Students; Social; Social Skills; Students; Technology-based

Controlled Subject

Special education; Educational technology; Education, Secondary

File Format

pdf

File Size

4157.44 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/9pjo-if9z


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