Social-skills training for unassertive children: a multiple-baseline analysis†
TLDR
The effects of social-skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in four unassertive children and overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.Abstract:
The effects of social-skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple-baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two-and four-week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.read more
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Single case experimental designs
TL;DR: A large variety of experimental strategies have been carried out by behavioral researchers as discussed by the authors, including group-comparison designs (cf. Kazdin, 1980) and single-case experimental designs (Barlow & Hersen, 1984; Hersen & Barlow, 1976).
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Interventions to facilitate social interaction for young children with autism: review of available research and recommendations for educational intervention and future research.
TL;DR: The extent and quality of empirical literature on social interaction for young children with autism is reviewed, existing descriptive and experimental research that may inform us of relations between autism and characteristics that support social development, and efforts to promote improved social outcomes are highlighted.
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Studying the Clinician: Judgment Research and Psychological Assessment
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Social skills, social outcomes, and cognitive features of childhood social phobia.
TL;DR: Compared with their nonanxious peers, social phobic children demonstrated lower expected performance and a higher level of negative self-talk on social-evaluative tasks and showed social skills deficits as assessed by self- and parent report, an assertiveness questionnaire, and direct behavioral observation.
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Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes
Nancy A. Madden,Robert E. Slavin +1 more
TL;DR: In this article, the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full time regular classes were reviewed.
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