Keywords
Social skills, Learning disabilities, Special education, Negative feedback, Teachers, Special needs students, Training, Adolescents, Disabilities, Positive feedback
Abstract
The purpose of the study was to examine the impact of peer teaching on social skills acquisition of adolescents with learning disabilities. A special education teacher taught 12 students with learning disabilities three social skills, giving positive feedback, contributing to discussion, and accepting negative feedback. A random sample of five students previously taught by the teacher then instructed five other students with learning disabilities. Results indicated that both groups, the students taught by their teachers and those taught by their peers, improved in all three social skills. Both groups made less improvement in accepting negative feedback. The authors' conclude that social skill instruction taught by peers may be as effective and more efficient than when taught solely by teachers.
Original Publication Citation
Prater, M. A., Serna, L. A., & Nakamura, K. K. (1999). Education and Treatment of Children, 22, 1-17.
BYU ScholarsArchive Citation
Prater, Mary Anne; Serna, Loretta A.; and Nakamura, Kayleen K., "Impact of peer teaching on the acquisition of social skills by adolescents with learning disabilities" (1999). Faculty Publications. 2042.
https://scholarsarchive.byu.edu/facpub/2042
Document Type
Peer-Reviewed Article
Publication Date
1999
Permanent URL
http://hdl.lib.byu.edu/1877/3997
Publisher
West Virginia University Press
Language
English
College
David O. McKay School of Education
Department
Counseling Psychology and Special Education
Copyright Status
Copyright is retained by the editorial review board of Education and Treatment of Children
Copyright Use Information
http://lib.byu.edu/about/copyright/
Mediated Submission Document