Social skills interventions for young at-risk students: A 2-year follow-up study

Debra M. Kamps, Melody Tankersley, Cynthia Ellis

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

This study examines the effect of a 2-year follow-up prevention program for Head Start, kindergarten, and first-grade students with behavior problems. A total of 31 students received the intervention - consisting of social skills instruction with reinforcement, peer tutoring, and parent support - with 18 students participating as a comparison group. Monitoring checks showed varying degrees of implementation across classrooms. Student outcomes from direct observations indicated reduced inappropriate behaviors, including aggression, grabbing, out-of-seat behaviors, and negative verbal Statements. Observations also revealed improved compliance with teacher directions and significantly more time engaged in positive interactions with peers during free time and play groups. The comparison group maintained or increased levels of inapproproate behaviors. Findings support the use of screening instruments for young children with behavior problems and early intervention programs to promote improved school performance and social interaction skills.

Original languageEnglish (US)
Pages (from-to)310-324
Number of pages15
JournalBehavioral Disorders
Volume25
Issue number4
DOIs
StatePublished - Aug 2000

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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