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.
Recommended Citation
Tidmore, Lauren Renee, "EFFECTIVENESS OF A BLENDED LEARNING SOCIAL SKILLS INTERVENTION ON HIGH SCHOOL STUDENTS IDENTIFIED AS AT-RISK FOR EMOTIONAL AND BEHAVIORAL DISORDERS" (2018). Doctor of Education (Ed.D). 19.
https://firescholars.seu.edu/coe/19
Included in
Curriculum and Instruction Commons, Secondary Education Commons, Special Education and Teaching Commons
