Context: This study aimed to investigate the efficacy of a training programme for enhancing the social skills of children in Libya who have autism. This study takes into account the fact that there are similar services in Libya that are addressing the social and educational needs of children with autism however these remain in the early stages of development and are making little progress, largely because of the lack of robust knowledge and understanding that exists around autism by policy makers, the general public and organisations. Consequently, this study is intended to act as a basis for gaining a greater understanding about how such services could be more effectively developed in Libya. This study is particularly unique in that it gives considerable attention to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of families in Libya. Libya has been chosen as the site for this research for three main reasons: first of all because it is my country of origin and therefore holds a special place in my heart; second because it is an interesting context manifesting the various barriers and challenges to social change due to myths and misunderstandings; and third because I know many children whose life chances and opportunities have been reduced only because their guardians, carers and other professionals did not understand their conditions and did not see their abilities. As a Libyan, I want to contribute to this field of knowledge and practice to ensure that children will have access to equal opportunities to their non-autistic counterparts. Objective: The aim of this study was to determine whether the training programme, which was designed by the researcher, is effective in improving the social skills in children with autism in Libya. Method: Data was collected from two questionnaires and programme evaluation sheets (SST). The sample comprised of thirty-four children with autism, aged between ten and fifteen years of age. The children were divided into two groups of thirteen; one as the experimental group and the other as the control group. The programme ran for eighteen weeks. The researcher assessed the children’s social skills before, during and after it was completed. During the first twelve weeks (or the implementation stage), the researcher met the children for 30 minutes three times a day. Results: At the start of the training programme (pre-test stage), there were no statistically significant differences in the mean scores of social skills between the experimental and the control groups in the pre-test stage. As the training went on, the mean scores increased and showed statistical significance (post-test stage) between the experimental and the control group in the direction of the experimental group. After 8 weeks of terminating the training and in the follow up measurement of the experimental group’s social skills, there was a statistically significant difference between the experimental and the control group in their respective social skills in the direction of the experimental group. Conclusion: It was concluded, therefore, that the training programme had significantly improved the social skills of children with autism in Libya and it should be implemented on a wider basis. Training programmes from other parts of the world can be made culturally relevant and effective with appropriate adaptations. Key Limitations: This study was conducted on a small sample group (34 children in total) in only one part of Libya (Benghazi). Further, the sample group was of a particular age group (under 15 years).

This investigation was concerned with assessing the knowledge acquired in an employability skills training program. The method for determination of the knowledge was presented as subjects' responses to the Employability Inventory (EI). As an antecedent to this, the EI was subjected to validation procedures. The methods used to validate the EI were the point-biserial correlation coefficient and rating devices.

No description available.

This study evaluated the treatment components of a conversation based Behavioral Skills Training (BST) package used to teach conversation skills to three young adults with developmental disabilities via a component analysis. Following each component, participant's performance was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in-situ training with feedback provided to the participants in a private observation room, and in-situ training with feedback plus reinforcement. The results indicated that different components were correlated with acquisition of the conversation skills for each participant. Implications of the results and areas for future research are discussed.

The present study used a multiple probe design to examined the effectiveness of a Behavioral Skills Training (BST) package that included a discrimination component for teaching two male adults with developmental disabilities pedestrian crossing skills. Each participant was evaluated on his ability to perform the step from a behavior checklist, and to discriminate between car present and car not present conditions. Results suggest the BST package was effective at improving both participants' ability to safely and independently cross the street, and that they maintained most of the skills learned during maintenance probes in actual city traffic. Teaching pedestrian skills that include hazard discrimination can lead to a more independent lifestyle for individuals with disabilities. Other implications, limitations and suggestions for further research are discussed.

Study 1 evaluated the use of a behavioral skills training package (BST) to teach three adults with autism spectrum disorders job interview and conversation skills. Participants were asked to have a mock job interview and conversation with the researcher. Participants' behavior was scored according to the conversation and job interview task analyses. The BST package included instruction, modeling, rehearsal, feedback, and reinforcement. A dense or lean schedule of reinforcement was assigned to each social skill based on performance during baseline. Social skills increased for all three participants when the BST package was implemented. Study 2 evaluated if dense or lean schedules of reinforcement affect maintenance of social skills. Two participants from Study 1 participated. Participants' BST data from Study 1 was used as baseline, followed by a maintenance phase. During this phase no instruction, modeling, rehearsal, feedback, or reinforcement was provided. The effect of rate of reinforcement during baseline on maintenance was evaluated.

Many coaches are becoming aware of the importance of developing mentally tough performers and are designing programs to develop it in their athletes. One of the most significant problems in designing these programs is the inconsistency in the definition and description of mental toughness. If programs are to be designed with the goal of developing mental toughness in athletes, the components of the construct must be identified. Based on the advantages that mental toughness can offer to the performer, this study was designed to develop an understanding of the components of mental toughness in sport. The purpose of this study was to identify the components of mental toughness as perceived by National Collegiate Athletic Association (NCAA) coaches and was guided by two fundamental questions: what are the essential components of mental toughness? and to what degree are these components teachable (trainable). Twenty-two NCAA coaches were selected to participate from a mix of Division I, II, and III male sports teams. The procedures for this study were divided into a two-phase approach. Phase One consisted of each participant completing a questionnaire for the purpose of evaluating the importance and teachability (trainability) of 20 separate components of mental toughness. Phase Two consisted of follow-up, semi-structured interviews that provided further insight into the perspectives of the participants. The results of this study indicated the essential components of mental toughness based on their importance to the construct. The results also indicated the degree of teachability (trainability) of each component. A unique relationship between teachability and trainability was also revealed in this study. These findings provide a better understanding of the components of mental toughness and support the need for its development in sport. / Ph. D.

There has been a growing amount of research on play therapy skills training both with parents and teachers. These studies revealed promising results on the effectiveness of play therapy skills training; however, a majority of the studies were quantitative in nature. The current study implemented a qualitative approach to exploring teachers’ beliefs about children’s play and play therapy by investigating the perceptions and experiences of a group of teacher participants who received play therapy skills training. Individual interviews were conducted and data analysis generated category themes to answer research questions. Findings suggested that the play therapy skills training had an impact on teachers, the child of focus, and the teacher-child relationships. The training led to changes in teacher participants’ perceptions of play, play therapy, and children, and a pattern seemed to emerge in the influence the training had on teachers. Teachers perceived changes in themselves in terms of awareness, attitudes, skills, and emotions. Teachers’ views of play appeared to be changed and shaped to be more consistent with the ideas of play therapy. Two of the four teachers reported observing positive changes in behaviors of the child of focus. Three of the teacher participants indicated changes in teacher-child relationships with the child of focus. Teachers seemed to generalize play therapy skills from the playroom to the classroom. Teachers perceived that using play therapy skills helped them build better relationships with children, interact with children more positively, manage the class more effectively, and ultimately reduce their stress and frustration. Overall, the play therapy skills training suggested positive results with teacher participants, the child of focus, and teacher-child relationships. However, there were also challenges, disadvantages, and constraints observed and perceived by the teachers. Challenging issues in applying play therapy skills in the classroom included the perceived difficulty of being both a teacher and a therapeutic agent to the child of focus, and finding an appropriate classroom balance between permissiveness and structure. Three of the four teacher participants expressed their desire and excitement to continue applying play therapy skills with other students in a new school year. Implications and limitations of the study, and recommendations for further research are discussed. / text

Five learning measures used in a skills training program were related to three types of job performance measures for a sample of 163 oil field employees. Statistical analyses resulted in only modest correlations between learning and job performance criteria. Factor analyses of learning measures followed by multiple regression on factors yielded a significant R with only one criterion measure. It was concluded from these data that the training program was of minimal value. The discussion centered on strategies for better training, training research, job engineering, and correcting the two limitations of this study.

Despite its economic growth, South Africa continues to face social challenges such as inequality, unemployment and poverty. In response to these challenges, the South African government has instituted a number of intervention strategies which include the Expanded Public Works Programme (EPWP). The aim of this research study was to explore the perceptions of stakeholders regarding the contributions made by the EPWP towards alleviating the above mentioned social challenges. Their perceptions about the challenges and opportunities to improve the programme were also explored. An exploratory-descriptive approach rooted within a qualitative paradigm was used in the study and the participants were selected using purposive-convenient sampling method. The sample consisted of fourteen participants of whom four were EPWP managers and ten EPWP beneficiaries. Data was collected through semi-structured interview schedules and analysed using the thematic content analysis. The findings of the study indicated that the Expanded Publics Works Programme (EPWP) is contributing to social development not only of the beneficiaries of the programme, but also of communities in which the EPWP projects are being implemented. The EPWP projects have enabled beneficiaries to earn a salary in the form of stipends, acquire and perfect skills such as plumbing, and to gain work experience. The stipend, though minimum, is helping them meet their basic needs while skills development improve their chances of getting better and more permanent jobs and to be self-employed. However, challenges such as failure to accommodate people living with disabilities and lack of skills training in some of the EPWP projects are curtailing the programme’s effectiveness.