The purpose of this study was to examine the effects of the Skillstreaming the Adolescent social skills training program on sixth grade students' social skills as reported by themselves, their teachers, and their parents. The study was conducted in two phases. Participants in Phase I were 24 sixth grade boys and 25 sixth grade girls selected from a Midwestern, small suburban elementary school. Experimental Group 1 consisted of 24 students and Control Group I consisted of 25 students. The mean age of the students was 11.7 years. Participants in Phase II were 28 sixth grade boys and 21 sixth grade girls. Experimental Group 2 (n=16) and Experimental Group 3 (n=16) were combined for the training intervention. Control Group 2 consisted of 17 students. The mean age of these students was 11.6 years. Pretest and posttest assessments of students' social skills were measured using the Social Skills Rating System-Parent, Teacher, and Student forms (Gresham & Elliot, 1990). Data were analyzed for both phases using repeated Measures of Multivariate Analysis of Variance. In Phase I no significant interaction between time of testing, raters, and group were found. However, differences were found between the experimental and control groups regardless of time, and between time (pre and post tests) regardless of group, primarily due to teacher ratings. In Phase II there was a significant interaction between time of testing, raters, and group. The control group scored higher than the experimental group on students' social skills ratings. Based on univariate tests, the control group's significantly higher ratings were the result of teacher ratings. This study did not find support for the overall efficacy of the Skillstreamins, the Adolescent training program on improving students' social skills as measured by the SSRS-parent, teacher, and student forms. Results and implications of these findings are discussed as they relate to previous research and future directions for study. It is suggested a follow-up measure when students transition to junior high school may provide evidence of long-term effects of social skills programs. An investigation of teachers' expectations may also provide a greater understanding of the impact of training programs. / Department of Educational Psychology
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/175136 |
| Date | January 2001 |
| Creators | Boberg, Michele J. |
| Contributors | Gridley, Betty E. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ix [i.e xi], 100 leaves : charts ; 28 cm. |
| Source | Virtual Press |
| Coverage | n-us--- |
Page generated in 0.0021 seconds