The SSTP increased teachers' classroom use of social skills teaching techniques for students with and without special needs, and use persisted at follow-up¶

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? Before training, teachers in both groups used none of the observed social skills teaching techniques; after training, experimental teachers used rewarding, prompting, and modeling for students with special needs and the same techniques at higher frequency for students without special needs. → Elif SAZAK PINAR 2013 q2 i? At follow-up, experimental teachers continued using the techniques more often than control teachers, and began using rehearsal, which they had not used before. → 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

Classroom observations with the Teacher Behavior Observation Form, conducted before, after, and two months after the SSTP; mean frequencies of techniques are reported descriptively (no significance tests, since no teacher used any technique before training).

"After the training however, teachers in the experiment group used the rewarding (X =4,25), prompting (X =4), and modeling (X =2,6) techniques for the student with special needs. For the students without special needs, they used the same techniques of prompting (X = 6,25 ), rewarding (X = 5,8), modeling (X = 3,8), and other prompts (X = 0,2), but at a higher frequency."

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

Follow-up observation data: experimental teachers used social skills teaching techniques more often than control teachers, who used rewarding only for students without special needs (X = 0.8); the authors interpret this as the SSTP increasing technique use for all students.

"In the follow-up stage, it was seen that teachers in the control group used the rewarding technique only for the students without special needs ( X = 0.8) while the teachers in the experiment group used social skills teaching techniques more often. This finding shows that the SSTP is effective in increasing the teachers’ use of social skill teaching techniques for all students, whether they have special needs or not."

Discussion¶

Related Claims¶

• After the SSTP, teachers rewarded students' appropriate social behaviors, which they had not done before training — possibly the same claim (merge candidate)
• A short-term social skills teaching program increases inclusive classroom teachers' knowledge of teaching social skills — 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 — a narrower finding that bears on this claim
• Knowledge gains from the SSTP were maintained at follow-up, with a small decrease attributed to absence of coaching and feedback — related