Book Description

This qualitative study investigated special education teachers', regular education teachers', and other educators' perceptions regarding the impact of social skills instruction on the social and emotional functioning of students with emotional and behavioral disorders and their students' ability to generalize learned skills into other settings. Two hundred eighty-five participants completed the online survey and twelve randomly selected respondents participated in a phone or face-to-face interview. The online survey was developed to collect information about participants' demographic information, to gain an understanding of the social skills program offered in their district, and to determine their perceptions related to the effectiveness of social skills instruction and their students' ability to generalize skills learned into other settings. The special education teachers were more knowledgeable about social skills instruction than regular education teachers and other educators; however, all participants described a high level of ignorance in regards to the programs employed to address deficits and the methods utilized to assess effectiveness. Based on the responses provided, most participants suggested that social skills instruction occurs within a vacuum without opportunities for transfer of skills. The large majority of respondents indicated no observable difference in skill attainment on improving students' social and emotional functioning as a result of social skills instruction. Largely, respondents indicated a lack of communication as an explanation for the poor generalization. Results of the current study revealed that changes to the delivery of social skills instruction is necessary to ensure generalization of the skills taught. Educators should consider including all stakeholders in identifying needs and addressing deficits in order to reinforce learned skills across all settings.