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Enhancing Generalization of Social S...

Prenenski, Joseph.

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Enhancing Generalization of Social Skills with Students with Significant Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enhancing Generalization of Social Skills with Students with Significant Disabilities./
Author:	Prenenski, Joseph.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	42 p.
Notes:	Source: Masters Abstracts International, Volume: 81-04.
Contained By:	Masters Abstracts International81-04.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13887246
ISBN:	9781085796385

Enhancing Generalization of Social Skills with Students with Significant Disabilities.
Prenenski, Joseph.

Enhancing Generalization of Social Skills with Students with Significant Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 42 p.

Source: Masters Abstracts International, Volume: 81-04.

Thesis (M.A.)--Rowan University, 2019.

This item must not be sold to any third party vendors.

The purpose of this study was to investigate whether the implementation of methods for enhancing generalization of social skills for students with significant disabilities will improve their social skills. Research indicates that students with Autism Spectrum Disorder (ASD) have difficulty using social skills and generalization of social skills interventions in the classroom. This study included five sixth grade students. Three of the students have multiple disabilities (MD) and two have autism (AUT). A-B-C design was used to assess the generalization effects of my intervention. The study has three phases. Phase A was the baseline where no program consequences nor prompts were delivered when social questions were asked. Phase B, I implemented the treatment, where prompts were provided and reinforcement was delivered for responding to social questions being asked. Phase C, generalization was assessed by asking the learners the same social questions in new environmental by novel adults and peers. During baseline testing the students had a mean score of .4. After each probe, the mean average increased showing skill acquisition. Each time a new probe was done in the generalization phase the students were taken in a new classroom where no teaching was done and no prompts were used. Results from this analysis suggested that teaching social skill interventions are minimally effective for students with ASD and should be implemented more frequently and at a higher intensity level to provide the most effective treatment.

ISBN: 9781085796385Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Autism

Enhancing Generalization of Social Skills with Students with Significant Disabilities.
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520 $a The purpose of this study was to investigate whether the implementation of methods for enhancing generalization of social skills for students with significant disabilities will improve their social skills. Research indicates that students with Autism Spectrum Disorder (ASD) have difficulty using social skills and generalization of social skills interventions in the classroom. This study included five sixth grade students. Three of the students have multiple disabilities (MD) and two have autism (AUT). A-B-C design was used to assess the generalization effects of my intervention. The study has three phases. Phase A was the baseline where no program consequences nor prompts were delivered when social questions were asked. Phase B, I implemented the treatment, where prompts were provided and reinforcement was delivered for responding to social questions being asked. Phase C, generalization was assessed by asking the learners the same social questions in new environmental by novel adults and peers. During baseline testing the students had a mean score of .4. After each probe, the mean average increased showing skill acquisition. Each time a new probe was done in the generalization phase the students were taken in a new classroom where no teaching was done and no prompts were used. Results from this analysis suggested that teaching social skill interventions are minimally effective for students with ASD and should be implemented more frequently and at a higher intensity level to provide the most effective treatment.
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