A number of researchers have developed treatment packages to improve social competence in young elementary school age children. Such programs assume that children are deficient in the area of social skills, therefore, by learning appropriate social skills unliked children's social status and resulting prognosis will likely improve. These treatment programs have demonstrated that more positive social behaviors can be learned by the targeted children. Yet, despite behavior improvements within the treatment setting, gains have not consistently generalized across settings or time and low social status is maintained. The purpose of this study was to examine the effectiveness of self-modeling as a social skill training and status improvement technique. Could the use of this technique decrease negative interactions and isolation while increasing positive interactions during the subject's recess play? Also evaluated was whether the treatment and resulting behavioral changes affected the subjects' sociometric status. This research utilized a multiple baseline across subjects design. Subjects were selected by peer nomination from grades one through three in a rural elementary school in western Massachusetts. Three children (2 second grade boys and 1 first grade girl) were selected from those identified as having low social status within their respective grade. The subjects were regular education students and did not exhibit any idiosyncratic behaviors that would set them apart from their peers. Observations and data collection were conducted during morning recess. Observations continued throughout the study and documented decreased rates of negative and isolate behavior and increased rates in positive interactions as a result of the treatment condition for two of the three subjects. Treatment consisted of the targeted children viewing videotapes of themselves playing appropriately with peers during recess. At the end of treatment the peer nomination instrument was again administered to assess whether changes in status accompanied the behavioral changes. Two subjects improved their rates of positive interaction and one of those two also significantly improved her social status. Results for the third subject are less clear. A trend toward the positive is evident but the study was ended before any clear pattern was established.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8239 |
| Date | 01 January 1992 |
| Creators | Mehaffey, Joyce Irene |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
Page generated in 0.0384 seconds