Date of Award

Spring 2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Primary Advisor

Dr. David G Grant

Second Advisor

Dr. Elizabeth F Pemberton

Third Advisor

Dr. Thomas J Gollery

Abstract

The purpose of this study was to evaluate the social, emotional, and behavioral impact of a nine-week blended learning social skills intervention for high school students identified as having, or at-risk for, Emotional and Behavioral Disorders. Exploring how social skills interventions improve students’ social, emotional, and behavioral deficits can aid in the development of a curriculum that combines social and academic skills in new and innovative ways. This quantitative study utilized a pretest—posttest method. High school students identified as having, or at risk for, Emotional and Behavioral Disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding Social Emotional Assets and Resilience Scales (SEARS) pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS’ social-emotional domains (self-regulation, empathy, responsibility, and social competence) were all found to be statistically significant predictors of the students’ total composite score. Similarly, gender was found to be a robust, significant predictor of the student’s total composite score. Implications of the study include strategies for developing and delivering social skills interventions at the high school level.

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