A short-term social skills teaching program increases inclusive classroom teachers' knowledge of teaching social skills¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers trained in the SSTP scored significantly higher on the Social Skills Teaching Knowledge Test at posttest than untrained control teachers, while the groups did not differ at pretest. → Elif SAZAK PINAR 2013 q2 i? Within the experimental group, SSTKT scores rose significantly from pretest to posttest, whereas control group scores did not change significantly. → Elif SAZAK PINAR 2013 (2)

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

Quasi-experimental pretest-posttest control group study of 29 inclusive grade 1-2 teachers (12 experimental, 17 control) in Bolu, Turkey. Mann-Whitney U tests of SSTKT scores showed "a significant difference between the posttest scores of the two groups was found" with U=.00, p=.00 at posttest and no pretest difference (U=91.5, p=.63).

"although there was no significant difference between the mean ranks of the pretest SSTKT scores of the experiment and control groups, a significant difference between the posttest scores of the two groups was found (pretest for the experiment and control group U=91.5, p=.63, post test for the experiment and control group U=.00, p=.00)"

Elif SAZAK PINAR 2013 (2)¶

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

Wilcoxon signed-rank tests within each group: the experimental group's pretest-posttest difference was significant (z= 3.79; p=.00) while the control group's was not (z= 1.75; p=.08), supporting that the SSTP, not time, produced the knowledge gain.

"the Wilcoxon signed-rank test results indicate that there was a significant difference between the SSKTK pretest-posttest scores of teachers in the experiment group (z= 3.79; p=.00). However, no significant difference was found between the SSKTK pretest-posttest scores of teachers in the control group (z= 1.75; p=.08)"

Discussion¶

Related Claims¶

• Knowledge gains from the SSTP were maintained at follow-up, with a small decrease attributed to absence of coaching and feedback — related
• The SSTP increased teachers' classroom use of social skills teaching techniques for students with and without special needs, and use persisted at follow-up — related
• After the SSTP, teachers rewarded students' appropriate social behaviors, which they had not done before training — related
• 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
• The observed ratio of social skills teaching techniques used by teachers rose from 55% before training to 92% after the program — related