Highland Elementary Spring Small Group Intervention Outcomes: Teacher Ratings on Students' Positive Social Skills
Start Date
2023 2:15 PM
Location
Alter Hall Poster Session 1 - 3rd floor
Abstract
The demands placed upon schools today include meeting all students' academic and social needs. Social skills instruction in small groups has been recommended to improve the social competence of elementary-aged students who struggle socially or emotionally with desired positive social skills. This research aimed to discover how Highland Elementary’s teachers rated their student’s positive classroom social behaviors five weeks into social skill groups compared to the start of the groups. To answer this, 44 responses of student data inputted by their teacher were analyzed from the teacher data sheets at week 0 and week 5. On these sheets, teachers ranging from Kindergarten to sixth grade, rated their students 0-3 on their degree of difficulty with the positive behaviors in the classroom (3 having the hardest difficulty). By gathering and analyzing this information, the positive social skills that improved or did not improve after five weeks can be deciphered. The results are still being collected and will benefit the agency, school staff, and students because they can find areas to improve the social skill group curriculums to build more substantial student outcomes in small groups.
Highland Elementary Spring Small Group Intervention Outcomes: Teacher Ratings on Students' Positive Social Skills
Alter Hall Poster Session 1 - 3rd floor
The demands placed upon schools today include meeting all students' academic and social needs. Social skills instruction in small groups has been recommended to improve the social competence of elementary-aged students who struggle socially or emotionally with desired positive social skills. This research aimed to discover how Highland Elementary’s teachers rated their student’s positive classroom social behaviors five weeks into social skill groups compared to the start of the groups. To answer this, 44 responses of student data inputted by their teacher were analyzed from the teacher data sheets at week 0 and week 5. On these sheets, teachers ranging from Kindergarten to sixth grade, rated their students 0-3 on their degree of difficulty with the positive behaviors in the classroom (3 having the hardest difficulty). By gathering and analyzing this information, the positive social skills that improved or did not improve after five weeks can be deciphered. The results are still being collected and will benefit the agency, school staff, and students because they can find areas to improve the social skill group curriculums to build more substantial student outcomes in small groups.
