The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed
Abstract
The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.
Related Content
|
Marlett Jasmin Blas Rivera.
© 2024.
24 pages.
|
|
Mario Muñoz Mercado.
© 2024.
31 pages.
|
|
Tahir Iqbal.
© 2024.
31 pages.
|
|
Nadim Akhtar Khan.
© 2024.
20 pages.
|
|
Sandra Viridiana Cortés Ruiz.
© 2024.
26 pages.
|
|
María Elena Zepeda Hurtado, Claudia Angélica Membrillo Gómez, Francisco Javier Arias Candanosa.
© 2024.
23 pages.
|
|
Renu Prajapati, Sandhya Gupta.
© 2024.
29 pages.
|
|
|