Knowledge gains from the SSTP were maintained at follow-up, with a small decrease attributed to absence of coaching and feedback¶

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? Three months after training, experimental teachers' SSTKT scores remained significantly higher than control teachers' scores. → Elif SAZAK PINAR 2013 q2 i? The authors report a small decrease in knowledge at follow-up, which they attribute to not guiding teachers or providing performance feedback. → 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

Mann-Whitney U comparison of posttest and follow-up SSTKT scores of the 12 experimental and 17 control teachers: the follow-up difference remained significant (U=.5, p=.00), with the experimental group's mean rank higher at follow-up.

"(experiment and control group posttest U=.00, p=.00, experiment and control group follow-up U=.5, p=.00). The mean rank of the experiment group was higher than the mean rank of the control group in the follow-up stage."

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

Authors' interpretation of the follow-up data: a small decrease in knowledge occurred, attributed to the absence of guidance and performance feedback during instruction; no effect size is printed for this decrease.

"In the follow-up data, it was found that there was a small decrease in the knowledge levels of the teachers. The researchers believed that this was a result of not guiding teachers in using the skills they had learned and not providing feedback to them about their performances during instruction."

Discussion¶

Related Claims¶

• After the SSTP, teachers rewarded students' appropriate social behaviors, which they had not done before training — related
• A short-term social skills teaching program increases inclusive classroom teachers' knowledge of teaching social skills — 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
• Patience gains from the training program were maintained at the three-month follow-up test — 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