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This study was to explore the effects of the social skill training programs integrating with picture books for the 2nd grade students¡¦ social skills of immediate and sustainable impact. Specific recommendations for the findings were provided for future research and implementation of social skills training. The study used the nonequivalent quasi-experimental designs and took two different classes of 2nd grade in a medium-sized elementary school in Pingtung County. There were 25 subjects in experimental group, and 26 subjects in control group; theformer were practiced for eight weeks with eight units of social skill training programs integrating with picture books and the latter were practiced with general a general integrated curriculum. Using the scale of Children Social Skills to collect data during the pretest, posttest and follow-up posttest, and then, all data were dealt with by the analysis of one-way ANCOVA. Furthermore, the qualitative data of Session Feedback Form, worksheet, teachers¡¦ observation were also anlayzed. The study found social skill training programs integrating with picture books has both immediate and incessant guidance effect on promoting experimental group children¡¦ whole social skills, and subscales of cooperative, positive assertive as well as negative assertive skills. While, promoting the subscales of empathy and self-control skills only found immediate guidance effect with no incessant guidance effect. The qualitative anlaysis found the experimental group has positive attitude on social skill training programs integrating with picture books.

Made available in DSpace on 2016-07-27T14:20:52Z (GMT). No. of bitstreams: 1 Maira Ribeiro Magri.pdf: 752733 bytes, checksum: af7ce31e8751e2549e6bc05bca14762c (MD5) Previous issue date: 2015-12-16 / This study aimed to compare the effects of FAP and THS interventions on behaviors related to social skills class (or social anxiety disorder) of an adult participant with social phobic, to assess the level of anxiety during the intervention and between sessions, and to compare the results of the SPIN and IHS before and after the intervention and compare. For that, it was used an AB1CB2 multiple baseline design between behaviors where A was the baseline phase, B1 and B2 were phases in which two classes of behavior (C1 and C2) were submitted to FAP interventions and other two (C3 and C4) were submitted to THS interventions, and C was intervention phase classes of behavior (C1 and C2) were submitted to THS interventions and other two (C3 and C4) were submitted to FAP interventions. The results showed an increase in the frequency of occurrence of classes throughout the sessions and the highest frequencies were in the sessions of FAP. The participant related a higher level of anxiety in THS sessions compared to FAP. The application of the instruments, showed no difference between aplications before and after interventions. The data indicated that FAP may be effective in the interventions for social skill behaviors. However, further studies should be performed either to evaluate the generalization and for provide more evidence of the effectiveness and provide the area of research and application the possibility of providing more effective treatments to behavior problems. / O presente estudo teve como objetivo comparar os efeitos das intervenções FAP e THS nas classes de comportamentos relacionados a habilidades sociais (ou ansiedade social) de um participante adulto fóbico social, comparar os resultados das aplicações do SPIN e do IHS antes e depois da intervenção; avaliar o nível de ansiedade ao longo da intervenção e entre as sessões. Para isso, foi utilizado um delineamento AB1CB2 de linha de base múltipla entre comportamentos sendo A a fase de linha de base, B1 e B2 as fases em que duas classes de comportamento (C1 e C2) passaram por intervenções FAP e outras duas (C3 e C4) por intervenção THS e C a fase em que as classes C1 e C2 passaram por THS e C3 e C4 foram submetidas a intervenção FAP. Os resultados apontaram um aumento na frequência de ocorrência das classes de comportamento sob intervenção ao longo das sessões, com maiores frequências nas sessões de FAP. O participante relatou maior nível de ansiedade nas sessões de THS comparado às de FAP. Em relação às aplicações dos instrumentos, não foi possível observar diferença entre as aplicações realizadas antes da linha de base e ao final das intervenções. Os dados indicaram que a FAP também pode ser eficaz no tratamento de comportamentos relacionados a habilidades sociais. Contudo, novos estudos devem ser realizados tanto para avaliar a generalização como para fornecer mais evidências da eficácia e prover à área de pesquisa e de aplicação a possibilidade de fornecer tratamentos mais eficazes aos comportamentos problemas.