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Interventions for Social Skills

  • Julie M. Bowen
  • William R. Jenson
  • Elaine Clark
Chapter
  • 271 Downloads

Abstract

Social development is inextricably linked to a student’s school success and his or her long-term social acceptance and adjustment. While most children develop social skills by observing the real-life modeling of parents, siblings, extended family, and teachers, as well as daily interactions with their peers; children with behavioral problems often have not developed or do not satisfactorily demonstrate these important skills. In fact, inability to establish and maintain satisfactory peer and teacher relationships is a key defining characteristic of behaviorally disordered children—unfortunately resulting in profound implications throughout their lives. Many students with attention problems, oppositional or defiant behaviors, aggressive behaviors, or those who annoy and bother other students are disliked or rejected by their peers. In addition, students with learning disabilities, autistic disorders, or internalizing disorders are sometimes teased by peers and may have significant difficulties making and keeping friends.

Keywords

Social Skill Prosocial Behavior Target Behavior Index Card Recess Period 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 2004

Authors and Affiliations

  • Julie M. Bowen
    • 1
  • William R. Jenson
    • 2
  • Elaine Clark
    • 2
  1. 1.Jordan School DistrictUniversity of UtahUSA
  2. 2.University of UtahSalt Lake CityUSA

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