Social Skills Training for Elementary Students with Behavioral Challenges: A review of the Literature

Children with significant behavioral and social skills deficits are at risk for academic failure and for identification as a special education student with emotional and/or behavioral disorders (EBD) (Newcomb, Bukowski, & Pattee, 1993; Walker, Ramsey, & Gresham, 2004). According to Deshler, Ellis, and Lenz (1996), students with poor social skills have limited opportunities to learn, which negatively affects their self-concept. Children with deficiencies in social skills are at greater risk for juvenile delinquency and adult psychopathology than socially competent children (Moffitt, Caspi, Harrington, & Milne, 2002; Newcomb et al., 1993; Patterson, Reid, & Dishion, 1992). Given these poor outcomes, the teaching of social skills should be an integral part of programs for students who experience behavioral challenges (Johns, Crowley, & Guetzloe, 2005). A number of research syntheses and meta-analyses have been published on this topic, but the results are still not consistent. The purpose of this starred paper was to review the literature that examines the effectiveness of social skills training for elementary students having behavioral issues. In Chapter 1, I summarize briefly the findings of previous meta-analyses on social skills training, then in Chapter 2, I review recent literature that was not included in these meta-analyses, and lastly in Chapter 3, I discuss these research findings, future recommendations, and implications

In-Class Laptop Use for Student Learning: A Pilot Study

While laptops are considered an effective and critical learning tool, the effects of in-class laptop use on student learning remain controversial. Although many recent studies have found that in-class laptop use may produce negative effects in higher education, college students increasingly utilize their laptops in classrooms. To effectively integrate laptop use into lessons, we examined the effects of behavior strategies concerning in-class laptop use by undergraduate students. Throughout the course of a semester, participants were provided visual prompts, including Red , “Yellow,” and Green codes, in accordance with class activities. The students’ attitudes and perspectives regarding the strategy were surveyed and discussed

In-Class Laptop Use for Student Learning

While laptops are considered to be effective and critical learning tools, their appropriateness for in-class student learning remains a subject of debate. We examined the effects of behavior strategies regarding in-class laptop use by undergraduate students. The students’ attitudes toward and perspectives on the strategies will be discussed.https://encompass.eku.edu/pedagogicon_postergallery/1013/thumbnail.jp

Academic support for students with disabilities transitioning from secondary to post-secondary education

For college students with disabilities, academic success is important to their future quality of life; but services and support vary widely across postsecondary institutions. This study investigates the accessibility and related services of postsecondary institutions in Kentucky and suggests transition planning from secondary to post-secondary education for students with disabilities.https://encompass.eku.edu/pedagogicon_postergallery/1010/thumbnail.jp

One Step Forward for Inclusion: Integrating Assistive Technology Across Teacher Preparation Program

Assistive Technology (AT) is recognized as a valuable tool for supporting their access to the curriculum. However, many educators lack experience and competence in AT implementation. This study examines the effects of a modified technology course on preservice teachers\u27 preparedness for and perceptions of AT in inclusive classrooms. We modified Instructional Technology Course, which is mandatory for pre-service teachers across programs. After receiving the modified technology course, pre-service teachers show a significant improvement in their AT competence and a positive shift regarding inclusion