Ecological factors in social skill acquisition: High school students with emotional and/or behavioral disorders

Anderson, S. K. and Chiasson, K. (2012) Ecological factors in social skill acquisition: High school students with emotional and/or behavioral disorders. Journal of Special Education Apprenticeship, 1(1), pp. 1-24.

Abstract

The purpose of the study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders in a Midwestern city in the United States. Theory development was based on in-depth investigation of five students with emotional and/or behavioral disorders (EBD), who were taught assertive communication skills. This study examined ecological factors impacting the learning of a new social skill and the socialization skills of students with EBD. Based on the findings of this study, three broad conclusions are offered: (a) students identified as having EBD had difficulty in learning and utilizing a new social skill; (b) a completely inclusive school setting for students with EBD was ineffective to meet student needs; and (c) surface behaviors were addressed instead of the causes of emotional and/or behavioral disorders. Recommendations were made for those involved in the educational process of students with EBD and for those interested in conducting further research.

• Item Type: Articles (Other)
• Keywords: Emotional and behavior disorders, social skills, special education, assertive communication.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Anderson, Dr Sarah
• Authors: Anderson, S. K., and Chiasson, K.
• Subjects: L Education > L Education (General)
• College/School: College of Social Sciences > School of Education
• Journal Name: Journal of Special Education Apprenticeship
• Publisher: JOSEA
• ISSN: 2167-3454
• ISSN (Online): 2167-3454

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