幼年教育研究年報 Volume 35
published_at 2013-07-31

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>
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Abstract
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.
Keywords
long-term maintenance
preschool children
classroom-based social skills training
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Copyright (c) 2013 幼年教育研究年報編集委員会