The purpose of the current study is to reveal the perception of group counselors regarding children's social emotional skills with a focus on art therapy. In this study, a partially mixed simultaneous equal-status design from mixed design models was used. The study group of the research consisted of 10-11-year-old students (n: 28, female: 14,…

We extended research on social skills training to determine if the activities first-grade students were engaged in while Tootling would influence their performance of two recently trained social skills: complimenting and encouraging peers. After receiving social skills training, students engaged in two experimental small-group activities, a…

Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) often experience barriers to employment, contributing to persistently low employment rates within this population. Proficiency in social and technical skills is essential for obtaining and maintaining employment. One evidence-based approach for teaching these skills…

Teaching social skills, such as cooperation, self-expression, and empathy, is necessary for acquiring social skills and participating in social activities. In this semi-experimental research, the effect of social skills educational intervention on the self-efficacy of fourth to sixth grade female students in X schools was investigated from the…

The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were…

This study examined the feasibility and promise of using virtual Dialectical Behavior Therapy Skills Training (DBT-ST) with educators. DBT-ST was offered to 39 educators (89% female, mean age 46.45) in one high-poverty school district during the COVID-19 pandemic using a pre-post design. Educators attended five of eight groups (Mode = 8) and there…

Teaching youth how to self-regulate is a focus of a trauma-informed school approach. Peace Spaces, including Peace Corners and Peace Rooms, are a trauma-informed intervention used to teach self-regulation skills to students. The current study used a Consensual Qualitative Research design to identify and describe the thoughts, concerns, and…

Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill-building Learning Approach (ISLA), an intervention…

Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and…

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high-functioning autism spectrum disorders (HFASD) in a…

Problem behaviors in preschool-aged children negatively affect teacher-child relationships and children's skill development. In this clinical replication of an initial study, we implemented Teacher-Child Interaction Training (TCIT), a teacher-delivered, universal intervention designed for early childhood settings. The initial study evaluated…

Difficulties engaging in social activities are considered to be a core symptom of individuals with autism spectrum disorder (ASD). Both the literature and our clinical observations suggest that most individuals with ASD have a desire to engage in social activities, but social skill deficits make social interaction challenging, and in turn can lead…

To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral…

This study examined the effects of a multicomponent social communication intervention to promote language learning and peer-directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three…

Examines the effectiveness of a peer mediation program in which 6th-8th grade students (N=30) were trained to serve as mediators for peers in conflict. Mediators' responses to written tests indicated increased knowledge of mediation skills after training. Results reveal that 32 of 34 mediations resulted in satisfactory conflict resolution and that…