The Annual of research on early childhood Volume 35
2013-07-31 発行

幼児の集団ソーシャルスキルトレーニング : 長期効果の検討 <原著論文>

Long-term Maintenance of a Classroom-Based Social Skills Training for Preschool Children. <Original work paper>
The present study examined long-term maintenance of classroom-based Social Skills Training (SST) on preschool children. Twenty-six preschool children (4-5 age) participated in six sessions of SST. The target social skills were positive social initiations and responses. The coaching procedure comprised instruction, modeling, behavioral rehearsal, feedback, and reinforcement. The results indicated maintenance of intervention effects in teacher-rated social skills, problem behavior, and social behaviors assessed through behavior observations. At 1 year follow-up there were improvements on teacher-rated problem behaviors (aggressive/disruptive behavior and inattention/hyperactive behavior) for classroom-based intervention for boys.
long-term maintenance
preschool children
classroom-based social skills training
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