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¶

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 only one skill was rated critical for students with special needs by more than 50% of experimental teachers; after training 14 skills (seven assertion, four self-control, three cooperation) exceeded the 50% threshold, and control teachers never rated any skill critical. → Elif SAZAK PINAR 2013 q2 i? Expectation gains were maintained at follow-up, with all assertion skills rated critical by more than 50% of experimental teachers. → 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

Percentage analysis of Social Skills Rating System importance ratings (Table 2) for students with special needs, before and after training and at follow-up, for 12 experimental and 17 control teachers; skills rated very important by more than 50% of teachers were deemed critical.

"After the SSTP , the number of critical social skills rated by the experiment group increased, and 14 social skills (seven skills from assertion, four from self-control, and three from the cooperation subscales) were rated as very important/critical by more than 50% of the teachers in the experiment group."

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 percentages in Table 2 show experimental teachers' expectations were maintained: all assertion skills exceeded the 50% criticality threshold and two skills were rated very important by 75% of teachers.

"According to the follow-up data, the expectations of the teachers in the experiment group were maintained for students with special needs. All assertion skills were rated as critical by more than 50% of the teachers, and two skills were viewed as very important in the follow-up stages by 75% of the teachers."

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
• The observed ratio of social skills teaching techniques used by teachers rose from 55% before training to 92% after the program — related
• Knowledge gains from the SSTP were maintained at follow-up, with a small decrease attributed to absence of coaching and feedback — related