Abstract

The current literature lacks empirically-supported preventative approaches for kindergarten students who are socially withdrawn and behind in the development of social skills. Furthermore, parents are underutilized in interventions during this critical period of social development. In response to this need, a classroom-based intervention consisting of (a) social skills training, (b) self-evaluation and reinforcement, (c) home notes and parent involvement, and (d) adult mediation was implemented to increase the positive social engagement of three kindergarten students. The effects of this intervention were evaluated on the playground during recess using partial interval recording of target students’ positive or negative engagement with at least one peer. Improvements of social interactions on the playground were demonstrated by each target student during the implementation of the intervention, but only one student maintained these improvements in the follow-up phase. Future studies should investigate whether addressing the limitations of this study would yield stronger results with this under-identified population of students.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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