Tiers 1, 2 & 3 Intervention: Social Skills Instruction

Authors

Jenna Strawhun, University of Nebraska-LincolnFollow
Ann O'Connor, University of Nebraska-LincolnFollow
Laura Norris, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

9-2014

Citation

Strategy brief

Building and Sustaining Student Engagement series (September 2014)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Social skills instruction has been found to have a positive impact on students. While there has been some controversy over the long term impact of social skills instruction and its generalization to other settings, it has resulted in improved behavior at school and should be a part of efforts to improve school climate and behavior at school, particularly for those students who have not learned these skills informally. Additionally specific social skills instruction can be used as an alternative disciplinary consequence for inappropriate behavior at school although there is not currently enough research studies to say this is an evidence-based practice by itself. More research on this basic strategy is needed. Social skills training alone is not likely to produce significant or lasting changes in social behavior or competence, although it is likely to increase student knowledge and awareness and should be viewed as one component of a larger behavioral intervention system. Social skills instruction continues to be an important component of a multi-method approach to the treatment of emotional and behavioral disorders (Spence, 2003), and has strong logical support as an educational intervention.