Social skills

The purpose of this study was to analyze potential relationships between the domains of behavioral outcomes, social skills, and academic performance for youth in foster care and remaining longer in care. This study utilized data from three waves in the NSCAW II dataset, including youth (N =296) between the ages of 11 and 17 years. Multiple linear regression was utilized to assess the association between the three domains and the number of days spent in foster care. Findings were not significant, exposing the need for more studies on contextual variables that might be consistent with children living in out of home care. Limitations of the study were reviewed. Potential research and practice implications of the results were considered.

The purpose of this quasi-experimental study was to measure the impacts of attendance in a three-month series of social groups on the self-perceptions of autism spectrum disorder (ASD) symptomology, social skills, and loneliness for adults with ASD. The study also measured the impacts of attendance in a three-month series of social groups on perceptions of ASD symptomology and social skills for the caregivers of adults with ASD. This study utilized a convenience sample of adults that were existing members of Florida Atlantic University’s Center for Autism and Related Disabilities (FAU CARD) Adult Social Group and an identified caregiver. Data was collected over a period of four months. This was the first study to examine the impacts of participation in a semi-structured social group on perceptions of ASD symptomology, social skills, and loneliness for adults with ASD, as prior studies had focused on more structured, clinical interventions. Variance in perceptions over the three-month series was analyzed using a repeated measures MANOVA. Significant differences were reported over the three month period on both adult self-perception and caregiver perception for ASD symptomology, social skills, and loneliness (N=76).

The purpose of the current outcome study was to determine the effects of the
Ready for Success (RFS) classroom guidance program (Brigman & Webb, 2012) on the
social-emotional skills and competence, reading proficiency, and promotion between
third-grade students who received the RFS intervention (treatment group; n = 104), and
third-grade students who did not receive the intervention (comparison group; n=91).
Following training in the manualized RFS curriculum, certified school counselors in the
treatment group implemented five, weekly, 30-minute lessons followed by three monthly
booster lessons. This study followed a quasi-experimental, non-equivalent group design.
The study employed a teacher report measure of social-emotional skills and competence
(i.e., Devereux Student Strengths Assessment) and a standardized formative assessment
of reading proficiency (i.e., Reading Running Record). Furthermore, retention data was
provided by the participating school district’s data source. Statistical significance between the groups was measured by a series of
MANCOVA analyses and a Pearson’s chi-square analysis. A partial eta-squared
ηp2 effect size was reported for each dependent variable. The data supported the RFS
classroom guidance program as an effective Social-Emotional Learning (SEL)
intervention for promoting student social-emotional skill development (i.e. selfawareness,
self-management, social awareness, relationship skills, and responsible
decision making) and overall social-emotional competence (SEC). This study provided
support for the use of school counselor-led SEL classroom programs to promote the
social-emotional development of students in the school setting. Furthermore, the study
further supports the value of school counseling interventions for students in the domain
of social-emotional development. Finally, the findings of this study provided empirical
support for the RFS classroom guidance program as an effective SEL intervention.