32.1 THE SECRET AGENT SOCIETY: A GAMING-BASED SOCIAL SKILLS INTERVENTION

2016 ◽  
Vol 55 (10) ◽  
pp. S49
Author(s):  
Renae B. Beaumont
Keyword(s):  
Social Skills ◽  
Social Skills Intervention ◽  
Secret Agent

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

scholarly journals A role-play assessment tool and drama-based social skills intervention for adults with autism or related social communication difficulties

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 41-60
Author(s):  
Céliane Trudel ◽  
Aparna Nadig
Keyword(s):  
Social Skills ◽  
Social Communication ◽  
Assessment Tool ◽  
Role Play ◽  
Autism Spectrum ◽  
Social Skills Intervention ◽  
Post Intervention ◽  
Adults With Autism ◽  
Play Assessment ◽  
Communication Difficulties

This study adds to a small literature on social skills measures and interventions for adults with autism spectrum disorder (ASD) or related social communication difficulties (SCD) without intellectual disability (ID). In study 1, a new multimodal assessment tool, the role-play assessment of social skills (R-PASS), was used to measure real-time application of social skills. The scores of adults with ASD/SCD were marginally lower than those of neurotypical adults, with a large effect size, suggesting that the measure can identify differences between the two groups. Therefore, the R-PASS shows potential as an objective tool to assess dynamic and naturalistic social skills. In Study 2, a pre–post single-group design study, we measured the effectiveness of a drama-based social skills intervention for seven participants who self-identified as having ASD/SCD. The R-PASS was used by external raters blind to diagnosis and intervention status to compare the performance of intervention participants to that of neurotypical adults. R-PASS scores suggested substantial improvement of social skills in the majority of participants post-intervention. Furthermore, relatives’ and participants’ perception of their social communication and self-regulation skills improved from pre- to post-intervention. These results suggest that the intervention may have helped the participants improve their social skills.

scholarly journals Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS® Social Skills Intervention

2017 ◽  
Vol 48 (3) ◽  
pp. 834-843 ◽  
Author(s):  
Hillary K. Schiltz ◽  
Alana J. McVey ◽  
Bridget K. Dolan ◽  
Kirsten S. Willar ◽  
Sheryl Pleiss ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Social Skills ◽  
Social Skills Intervention ◽  
Adolescents With Asd

Adapting a Social Skills Intervention for Children with Autism within an Urban Specialty Community Clinic

2018 ◽  
Vol 3 (4) ◽  
pp. 219-235 ◽  
Author(s):  
Jennifer S. Sauvé ◽  
Chelsea O’Haire ◽  
Heather Hall ◽  
Christianne Lane ◽  
Bradley O. Hudson
Keyword(s):  
Social Skills ◽  
Children With Autism ◽  
Social Skills Intervention ◽  
Community Clinic

Social skills training: where are we going?

1996 ◽  
Vol 6 (S1) ◽  
pp. 25-44 ◽  
Author(s):  
Helen McGrath
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Research Evidence ◽  
Skills Training ◽  
Intervention Programs ◽  
Social Skills Intervention ◽  
Educational Psychologist

This paper looks at social skills intervention programs for students. The arguments and research evidence for teaching social skills are discussed as well as the issue of which social skills should be taught. Conclusions are drawn about the most effective kind of intervention programs and arguments are presented for educational psychologist to work in collaboration with teachers to present social skills programs. The issue of peer reputations is discussed.

The Secret Agent Society

2018 ◽  
pp. 22-40
Author(s):  
Renae Beaumont ◽  
Sharon Hinton ◽  
Kate Sofronoff
Keyword(s):  
Social Skills ◽  
Teacher Training ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Course ◽  
Social Skills Program ◽  
Grade 5 ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Secret Agent

In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

An Evaluation of a Social Skills Application for Children Who Are Homeless

2017 ◽  
Vol 29 (3) ◽  
pp. 323-332 ◽  
Author(s):  
Emily Baton ◽  
Kimberly Crosland ◽  
Rocky Haynes
Keyword(s):  
Social Skills ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Multiple Baseline ◽  
Social Skills Intervention ◽  
Homeless Children ◽  
Behavioral Skills ◽  
Social Skills Deficits

Purpose: Homeless children are more likely to have social skills deficits relative to same aged peers and may benefit from a social skills intervention. Therefore, the purpose of this study was to assess the Let’s Be Social application with the addition of behavioral skills training (BST) to teach social skills to children who were homeless. Method: This study used a multiple baseline across behaviors design to evaluate the effects of the iPad application and BST for teaching three social skills to three participants. Results: Participants did not demonstrate increases in targeted social skills after the introduction of the application, but social skills did increase after BST was added. Conclusions: The findings suggest that the application needs to be paired with BST in order to see improvement and maintenance in social skills. Future downloadable applications might consider including features that are similar to BST to assist in teaching social skills.

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