open access

https://hdl.handle.net/2115/79232

Effects of social skills training for children with developmental disabilities in resource rooms of primary schools : focused on self-understanding of social skills objects and hours spent in resource room

日本語

Hours spent in resource rooms

2020-05-10

金剛出版

Japanese journal of clinical psychology

20(3)

339-347

This study investigated the effectiveness of group-based social skills training (SST) for children with developmental disabilities, who attended special support services in primary schools’ resource rooms. The practices in 4 resource rooms were examined over a period of one year. The evaluation of social skills was conducted by regular classroom teachers during the 1st term (preliminary evaluation) and 3rd term (post evaluation). We also collected data from the resource room teachers pertaining to the children’s level of self-understanding, and their number of years and hours spent in resource rooms. The data of 182 children were gathered. The results revealed that the post evaluation scores, derived from the 4 subscales (group behaviors, self-control skills, friendship-making skills, communication skills), were significantly higher than those of the preliminary evaluation. Furthermore, the analysis of variance showed that children’s self-understanding and the amount of time spent in resource room influenced changes in their social skills. In conclusion, we discussed about the effectiveness of group-based SST and self-understanding support in primary schools’ resource rooms.

学術雑誌論文

Version of Record

1345-9171

AA11503756