Special Education ETDs

Publication Date

Fall 12-8-2021

Abstract

Social interventions for children with disabilities are generally conducted in small groups and outside of the classroom; therefore, little is known about inclusive and classwide social interventions in early childhood educational settings. This study evaluated the effects of inclusive social skills training (ISST), a program delivered remotely to inclusive preschool classrooms via direct instruction, video modeling, rehearsal, and feedback, to teach social skills. Educators rated preschoolers' social skills in a nonequivalent pretest-posttest design and evaluated the social validity of ISST. I examined the differences in scores. A significant interaction effect was detected in the program group between abilities. Overall, educators accepted ISST, finding it feasible and effective. Before ISST, educators rated the social skills of children with disabilities in the program group below their peers of typical development. After ISST, they performed at the same level as their peers, thereby contributing to the evidence base for inclusive early childhood education.

Keywords

social skills training, social interventions, inclusion, early childhood special education, inclusive education

Document Type

Dissertation

Language

English

Degree Name

Special Education

Level of Degree

Doctoral

Department Name

Special Education

First Committee Member (Chair)

Ruth Luckasson, JD

Second Committee Member

Cathy Qi, PhD

Third Committee Member

Susan Copeland, PhD

Fourth Committee Member

Jan Armstrong, PhD

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