Social Skills in Alternative Education:

social skills in alternative education: REQUIRED SOCIAL SKILLS of CHILDREN in ALTERNATIVE EDUCATION COURSES The aims and objectives of this research proposal are focused toward understanding the requirement of social skills specifically for children who are placed in alternative education courses. Certainly, there must exist most specifically within the attentive education environment a requirement that children in these classrooms be capable of tolerance related to the individual differences of other children in this education environment, which is inclusive in nature.

This works seeks to make identification of the specific characteristics or social skills required of children in alternative education environments. METHODOLOGY The methodology employed in this study is of a qualitative nature, which is held by experts and scholars to be appropriate in studying social phenomenon such as social skills among children. The methodology of this study is interpretive in nature meaning that the researcher, through reviewing available peer-reviewed literature in this study area will determine that social skill requirements of children in the alternative education classroom.

LITERATURE REVIEW In understanding what is precisely meant by 'social skills', the work entitled: "The Power or Social Skills in Character Development" written by Jennifer L. Scully geared specifically toward assisting the success of diverse learners.

The individual whom has attained acceptable social skills in today's word is the individual who: "...knows how to give and take constructive criticism; interrupts conversations only when it is appropriate to do so; evaluates their personal strengths and weaknesses; sets their own goals for self-improvement; handles conflicts in a mature and responsible way; and shows respect for each other - and for you as their teacher - in all their actions " (Scully, 2000) Scully holds that when the students "learn to respect themselves, the also learn to respect others, providing a solid foundation for improvement in social skills, as well as in the growth of their character." (2000) it is essential that students are able to "demonstrate not only academic ability but also social competence" in their development and in becoming engaged members of society.

The work of Sprague and Nishioka entitled: "Skills for Success: A Three-Tiered Approach to Positive Behavior Supports" states the fact that: "Many students who are at-risk leave school without diplomas and ill-prepared to function as productive adults" and cites as supporting evidence the work of Kasen, Cohen, and Brooks (1998) Students who are those identified as "at-risk" are stated by Sprague and Nishioka to come to school "with emotional and behavioral difficulties that interfere with their attempts to focus on academic instruction.

Others may experience interpersonal issues with other students or school staff that makes concentrating on learning difficult." (Sprague and Nishioka, nd) Stated as 'best practice' in working with these students starts with "early identification of emotional, behavioral, and interpersonal needs, followed by interventions to reduce obstacles to successful school adjustment." (Sprague and Nishioka, nd) the University of Oregon on Violence and Destructive Behavior developed a pilot program, which they named "Skills for Success" (SFS) which is a combination of 'school-wide positive behavior supports with specialized supports for students who are at risk in the school." (Sprague and Nishioka, nd) SES additional supports included "specialized school-based services, family support services, and service coordination." (Sprague and Nishioka, nd) Stated as "School-Wide Positive Behavior Supports' are the components of: (1) Best Behavior; and (2) Second Step Violence Prevention.

(Sprague and Nishioka, nd) Universal Screening Procedures are stated to include: (1) Multi-gated System; (2) Early Identification; and (3) Systematic School Planning. (Sprague and Nishioka, nd) School-Based Services include: (1) adult mentoring; (2) academic tutoring; (3) Self-management; (4) Check in/Check Out; (5) Inclusion Support; (6) Increased Monitoring in School. (Sprague and Nishioka, nd) Family support includes: (1) parent collaboration; (2) resource linkage; (3) Family Advocacy; and (4) Solution-Focused Planning. (Sprague and Nishioka, nd) Service Coordination is stated to be inclusive of: (1) Multi-Agency Monitoring; (2) Agency Linkage; (3) Individual Service Plan; and (4) Case Management. (Sprague and Nishioka, nd) the work of Stephen W.

Smith entitled: "Applying Cognitive-Behavioral Techniques to Social Skills Instruction" relates that management of the behavior of students in the classroom is both: "...difficult and complex" as well as being: "...personally involving and professionally frustrating." (Smith, 2002) Students regardless of age are noted to sometimes "...engage in behavior that includes disrespect for authority, hyperactivity and inattention, lack of self-control, and sometimes aggression..." which results in a detraction from opportunities to learn as well as precluding positive relationships with their peers.

Smith states that a viable tool for remediation of behavioral deficits and excesses may be successful through 'Cognitive-behavioral interventions (CBI). Cognitive-behavioral interventions are stated to involve: "...teaching the use of inner speech ("self-talk") to modify underlying cognition's that affect overt behavior" (Mahoney, 1974; Meichenbaum, 1977; as cited by Smith, 2002.

According to Smith, the "internalization of self-statements" are considered by theorists to be 'fundamental' in the development of individual self-control, deficient of maladaptive self-statements." (Smith, 2002) in other words, self-statements of a 'maladaptive' nature are believed to contribute to the individual's negative self-beliefs, which further is a significant factor in behavioral problems in children, and this is stated to include the behavioral problem of aggression.

(Smith, 2002; paraphrased) Smith also points out the work of Kendall (1993) who states: "...cognitive behavioral techniques for the remediation of social deficits can incorporate cognitive, behavioral, emotive and developmental strategies, using rewards, modeling, role-plays, and self-evaluation." (2002) the focus of Cognitive-behavioral interventions is incorporate of behavior therapy, which includes modeling, feedback and reinforcement and cognitive mediation, or the manner in which the individual thinks aloud in building what Smith refers to as a new "coping template." (2002) Susan Etscheidt (1991) desired knowledge as to whether a Cognitive-behavioral instruction of a specific type would bring about a decrease in student's aggressive behavior in comparison to students who did not receive the instruction.

The program of Etscheidt contained adapted components from the work of Lockman, Nelson, and Sims (1981) 'Anger Coping Program', which is a program that provides individuals "with a way to change aggressive responses into appropriate alternatives by modifying their thinking processes regarding the circumstances surrounding certain situations." (Smith, 2002) the following "sequential strategy" (Smith, 2002) was used by Etschedit: Stop and think before acting: Students are taught restraint in aggressive responses through the use of covert speech; Identify the problem: The students are required to distinguish the specific aspects of a problematic situation that may elicit an aggressive response; Develop alternative solutions: Students generate at least two alternative solutions to a problematic situation, either thinking about something else until able to relax and/or moving to another location in the room to avoid further provocation; Evaluate the consequences of possible solutions: Students are taught the benefits of each solution that is available to them; Selection and implementation of a solution: The students carry out the alternative solution that they have selected.

(Etscheidt, 1991; as cited in Smith, 2002) The study of Etscheidt involved three comparison groups with the first group receiving the Cognitive-behavioral instruction and the second group receiving the Cognitive-behavioral instruction and the positive consequences. Finally, the third group, which was the control group, did not receive either of the instructions. The results are stated to have indicated that: "...the two groups who received the CBI demonstrated more self-control than the control group students.

In fact, the students in the control group exhibited significantly more aggressive behaviors than those who received the training." (Smith, 2002) Findings also state that adding a 'positive consequence' did not bring about a significant increase in the Cognitive -behavioral instruction effectiveness.

(Smith, 2002; paraphrased) the effects of Cognitive-behavioral instruction has also been the focus of study by researchers at the University of Florida with findings stated being that curriculum can assist students in reduction of aggression and disruption of the classroom and moreover, that the: "...effects can be maintained." (Smith, 2002) the design of the curriculum is such that assists students in learning to seek out positive solutions in coping with problems of a social nature.

Specifically, the design of the curriculum is one that uses a "problem-solving framework focused on understanding and dealing with frustration and anger, since anger is a correlate of disruptive and aggressive behavior and can be preceded by frustration." (Smith, 2002) Included in the lessons are anger management and problem-solving concepts akin to those in Etscheidts' program through use of a sequential strategy in the approach to problem situations that are inclusive as well of "direct instruction, modeling, guided practice, and independent practice for skill development, along with opportunities for skill generalization." (Smith, 2002) These lessons are stated to range from thirty to forty minutes in lessons two to three times a week through "following an overview of the general, step-by-step problem-solving approach" in lessons stated to be devoted to "problem recognition, a necessary first-step in any problem-solving skill sequence." (Smith, 2002) Innovation is needed in the methods employed in teaching students self-control of behavior and this is particularly true in times when student's activities are not being monitored by adults.

Children with learning disabilities often have difficulty in understanding what another person says or means..." As well as having problem with self-expression both of which affect the individual's interpersonal communication.

For example, the child with Attention Deficit Hyperactivity Disorder (AD/HD) may be "inattentive, impulsive, hyperactive - or any combination of these." (Stanberry, 2002) the work of Stanberry (2002) states that there are three elements of social interaction which include the following three: Social Intake - noticing and understanding other people's speech, vocal inflection, body language, eye contact, and even cultural behaviors; Internal Process - interpreting what others communicate as well as recognition and self-management of emotions; and Social Output - how an individual communicates with and reacts to others, through speech, gestures and body language.

(Stanberry, 2002) Stanberry relates that the work of Janet Giler, Ph.D has outlined three potential problem-areas for students with learning disabilities including: Kinesis: The inability to read facial expressions of body language; Vocalics: Misinterpretation of pitch; and Proxemics: A misunderstanding of the use of personal space. (Stanberry, 2002) The sequential strategy is again noted by Stanberry who states that after the individuals reads another individual's social cues, next the information is processed, meaning extracted, and then a decision is made as how the individual will respond effectively.

Stanberry states that Thomas Brown, Ph.D. has termed this ability "emotional intelligence" explaining that this is a "...form of social intelligence that involves the ability to monitor feelings and emotions in self and others; discriminate among feelings; and use this information to guide thinking and action." (2002) There are several different instruments used in social skills development, which are identified as the following: Teenage Inventory of Social Skills: A forty item self-report questionnaire in which items are rated on a six-point scale. This instrument has two subscales.

Twenty items measure prosocial behavior and twenty items measure asocial behavior. This instrument was developed for assessing social competence and for identification of behaviors that are needed in social skills training intervention. (Indertitzen and Garbin, 1992) Social Skills Questionnaire: This instrument was established for evaluation of the Second-Step program, which is a violence prevention curriculum for pre-school through middle school. This instrument assessing the student in terms of concept understanding, vocabulary and strategies related to social problem-solving and management of emotions. This instrument's format is multiple choice and fill-in-the-blank short answers.

(Second Step: Committee for Children, nd) Social Skills Rating System (SSRS): This instrument was developed in a two-phase evaluation study of the "...social behavior and academic functioning of students participating in classrooms where part or all of the Responsive Classroom approach was being utilized." (Elliot, 1995) the 'Responsive Classroom' is inclusive of classroom organization, a morning meeting, rules and logical consequences, choice time, guided discovery, and assessment and reporting to parents." (Elliot, 2005) This project was focused toward answering six questions: Do students exposed to the Responsive Classroom approach exhibit higher levels of social skills and academic functioning than peers with limited exposure? If the Responsive Classroom approach is effective, how can the school system get others to buy into the approach? What is the acceptance level of the Responsive Classroom approach by parents, and does the level of acceptance vary depending on socioeconomic or ethnic/racial group status? What is the level of implementation of the Responsive Classroom approach across the system? What is the level of parent involvement in schools implementing the social curriculum? What are critical structural and environmental elements that need to be in place for successful implementation of the Responsive Classroom? (Elliott, 1995) Conflict Resolution Skill Scale: This instrument measures the ability of students to make suggestion of solutions relating to interpersonal conflict that considers both individual's positions in the solution of the conflict.

(Child Development Project: Developmental Studies Center, 1993g) Social Problem Solving Inventory: This instrument contains five scales used to evaluate community service programs. The six scales of this instrument are: Social and Personal Responsibility Scale - 21 item Likert type scale that measures sense of responsible attitude towards other; sense of competence to act on feelings of concern; and sense of efficacy-believing that taking action can make a difference.

Semantic Differential: measures attitudes towards adults, others, and being active in the community; Rosenberg Self-Esteem Scale: Ten-item scale that measures the self-acceptance aspect of self-esteem; Janis-Fields Feeling of Inadequacy Scale: Measures self-esteem tied to social settings; Problem-Solving Inventory: measure the ability to perform four tasks in the resolution of problematic social situations: (1) generate alternative solutions to the problem; (2) actively seek to resolve the problem and accept responsibility for its resolution; (3) Consider the merits of alterative solutions in terms of their consequences; and (4) developmental orientation/considerations used in the resolution of the problem.

Conrad and Hedin, 1981) Student's Social Problem-Solving Strengths Checklist: This instrument was developed based on the principles represented by the acronym FIG TESPN as follows: F: Feelings cue me to problem-solve; I: I have a problem; G: Goals give me a guide; T: Think of things to do; E: Envision outcomes; S: Select my best solution; P: Plan the procedure, anticipate pitfalls; practice and pursue it; N: Notice what happened and now what? (Elias & Tobias, 1996; p.53) Peer Nomination Inventory: This instrument is comprised of 48 statements along four dimensions: (1) Aggression; (2) Dependency; (3) Withdrawal; and (4) Depression.

(Wiggins and Winder, 1961) Students are instructed to identify all male classmates that the statement applies to in description of personal characteristics.(Hodges, Malone, and Perry, 1997) Interpersonal Problems Scale: Four factors are identified: Integrative; Avoidance; Distributive; and Indirect (Witteman, 1988) The following table labeled Figure 1 lists each of these instruments for measuring social skills in students along with the age level applicable for appropriate use among student age and school grades, the administration and scoring, and the reliability and validity according to the Character Education Partnership (2007) Social Skills Instrument Index Instrument Age Level Type Administration and Scoring Reliability Validity Teenage Inventory of Social Skills, Inderbitzen M.S.

& H.S. Social Skills Questionnaire, Second Step Preschool, Elem. & M.S. Social Skills Scale, Elliott Elem. Conflict Resolution Skill Scale, CDP (g) Elem. Social Problem Solving Inventory, Conrad H.S. Problem Inventory, Elias Elem. Students' Social Problem-solving Strengths Checklist, Elias Elem. Teacher / Rater Peer Nomination Inventory, Hodges Elem. Peer Nomination Inventory, Wiggins Elem.

Interpersonal Problems Scale, Witteman Character Education Partnership (2007) The Character Education Partnership has identified "Eleven Principles of Effective Character Education" which are stated as follows: Principle 1: Promote core ethical values as the basis of good character; Principle 2: defines character comprehensively to include thinking, feeling, and behavior; Principle 3: Uses a comprehensive intentional, proactive, and effective approach to character development; Principle 4: Creates a caring school community; Principle 5: Provides students with opportunities for moral action; Principle 6: Includes a meaningful and challenging academic curriculum that respects all learners, develops their character and helps them to succeed.

Principle 7: Strives to foster student's self-motivation; Principle 8: Engages the school staff as a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students. Principle 9: Fosters shared moral leadership and long-range support of the character education initiative; Principle 10: Engages families and community members as partners in the character building effort; Principle 11: Evaluates the character of the school, the school staff.