After the SSTP, teachers rewarded students' appropriate social behaviors, which they had not done before training¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Before training, teachers praised no students' social skills despite rewarding academic achievements; after training, rewarding by experimental teachers increased and teachers reported students displayed social skills more often. → Elif SAZAK PINAR 2013

Evidence¶

Elif SAZAK PINAR 2013¶

Elif SAZAK PINAR, Bülbin SUCUOGLU. (2013). The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers. Educational Sciences: Theory & Practice, 13(4), 2247-2261. https://www.edam.com.tr/kuyeb

q2 · i? · causal · r1

Authors' discussion of the observation data: although teachers rewarded academic achievements before the SSTP, they did not praise proper display of social skills by any student; after training, rewarding increased. The student-behavior report is according to the teachers, not independently measured.

"After the training, rewarding the behaviors of the experiment group increased and, according to the teachers, the social skills were used more frequently by the students during classes. Therefore, it can be interpreted that the SSTP was effective in helping teachers recognize and reward social skills."

Discussion¶

Related Claims¶

• The SSTP increased teachers' classroom use of social skills teaching techniques for students with and without special needs, and use persisted at follow-up — possibly the same claim (merge candidate)
• The SSTP raised teachers' expectations: after training, 14 social skills were rated as very important/critical for students with special needs by more than 50% of experimental teachers, versus one skill before training — related
• Knowledge gains from the SSTP were maintained at follow-up, with a small decrease attributed to absence of coaching and feedback — related
• The observed ratio of social skills teaching techniques used by teachers rose from 55% before training to 92% after the program — possibly the same claim (merge candidate)
• A short-term social skills teaching program increases inclusive classroom teachers' knowledge of teaching social skills — related