Ecological Factors in Social Skill Acquisition: High School Students with Emotional and/or Behavioral Disorders

Autor/inn/en	Anderson, Sarah K.; Chiasson, Kari
Titel	Ecological Factors in Social Skill Acquisition: High School Students with Emotional and/or Behavioral Disorders
Quelle	In: Journal of Special Education Apprenticeship, 1 (2012) 1, (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Grounded Theory; Social Influences; Ecology; Skill Development; Emotional Disturbances; Behavior Disorders; Communication Skills; Social Development; Inclusion; Environmental Influences; High School Students; Focus Groups; Action Research; Questioning Techniques; Coding + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Ökologie; Kompetenzentwicklung; Qualifikationsentwicklung; Gefühlsstörung; Kommunikationsstil; Soziale Entwicklung; Inklusion; Environmental influence; Umwelteinfluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Projektforschung; Befragungstechnik; Fragetechnik; Codierung; Programmierung
Abstract	The purpose of the study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders in a Midwestern city in the United States. Theory development was based on in-depth investigation of five students with emotional and/or behavioral disorders (EBD), who were taught assertive communication skills. This study examined ecological factors impacting the learning of a new social skill and the socialization skills of students with EBD. Based on the findings of this study, three broad conclusions are offered: (a) students identified as having EBD had difficulty in learning and utilizing a new social skill; (b) a completely inclusive school setting for students with EBD was ineffective to meet student needs; and (c) surface behaviors were addressed instead of the causes of emotional and/or behavioral disorders. Recommendations were made for those involved in the educational process of students with EBD and for those interested in conducting further research. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01