Superheroes social skills: a study examining the effects of using an evidence-based approach to teach social skills to children with high-incidence disabilities

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Publication Type dissertation
School or College College of Education
Department Educational Psychology
Author Hood, Julia Ann Kelly
Title Superheroes social skills: a study examining the effects of using an evidence-based approach to teach social skills to children with high-incidence disabilities
Date 2011-12
Description The current study evaluated the use of a manualized social skills program, Superheroes Social Skills, to increase the use of prosocial behaviors and decrease the use of aggressive behaviors for children with externalizing behaviors. The training was implemented by a school psychologist in a pullout group with four children with highincidence disabilities and four typically developing peers at a public elementary school. The program implemented was a multimedia, high interest program that incorporates the use of animation to teach the lessons. This program also uses evidence-based practices (e.g., video-modeling, peer mediation, social stories, and self-management) to help increase the effectiveness of the intervention. There were eleven skills taught during one 30-minute session. Two sessions were taught per week. Children were videotaped during free play and recess observations for baseline, treatment, and follow-up. Their behaviors were then coded using a partial interval recording system. The behaviors observed were verbal aggression, physical aggression, neutral behavior, positive initiations, and positive responses. The observation codes were used to calculate effect sizes, percentage of nonoverlapping data points, and percentage of all nonoverlapping data points. The Social Skills Improvement System (SSIS) was used as a pre- and postmeasure of treatment effectiveness. Measures were also used to determine social validity, consumer satisfaction, and treatment integrity. These measures were analyzed using descriptive statistics. Results indicated that this intervention was effective for decreasing aggressive behaviors, decreasing neutral play, and increasing positive responses in both the treatment setting and the generalized recess setting. Results were also maintained at a 2-week follow-up. Parents and participants indicated the program was effective and favorable. The results of the SSIS indicated minimal treatment effect, although teachers rated a significant increase in social skills. The treatment was implemented with high treatment fidelity. Overall, this study found that the Superheroes Social Skills Program was an effective intervention for children with high-incidence disabilities and externalizing behaviors.
Type Text
Publisher University of Utah
Subject Conduct disorders in children; Aggressiveness in children
Dissertation Institution University of Utah
Dissertation Name Doctor of Philosophy
Language eng
Rights Management Copyright © Julia Ann Kelly Hood 2011
Format Medium application/pdf
Format Extent 6,469,763 bytese
Identifier us-etd3,70563
Source original in Marriott Library Special Collections; RJ25.5 2011 .H66
ARK ark:/87278/s6k368cb
Setname ir_etd
Date Created 2012-04-24
Date Modified 2017-09-07
ID 194580
Reference URL