Enhancing Social Skills within a Second Grade Classroom: A Pilot Study
Location
Philadelphia, PA
Start Date
1-5-2024 1:00 PM
End Date
1-5-2024 4:00 PM
Description
Introduction: The coronavirus pandemic (COVID-19) shifted academics from live classroom learning to virtual at-home learning. Through the transition, particularly for young school-age children, the social skills typically garnered through classroom interactions were often not acquired.
Objective: This study was conducted to evaluate the effectiveness of a school-based intervention for young children aimed to improve their social skills and the classroom environment.
Method: A four-week classroom intervention focusing on further developing social skills, peer relationships, and improving classroom behavior was implemented. Second grade students were taught a specific skill each session (i.e., being a good friend, cooperating, taking turns, and listening) and teachers reinforced the learned skill during the remainder of the week. Students were assessed pre and post-intervention.
Results: Paired t-tests will be used to evaluate the effectiveness of the intervention.
Discussion: A school-based intervention focused on social skills and classroom behavior may be a helpful addition to the curriculum of younger students.
Embargo Period
5-23-2024
Enhancing Social Skills within a Second Grade Classroom: A Pilot Study
Philadelphia, PA
Introduction: The coronavirus pandemic (COVID-19) shifted academics from live classroom learning to virtual at-home learning. Through the transition, particularly for young school-age children, the social skills typically garnered through classroom interactions were often not acquired.
Objective: This study was conducted to evaluate the effectiveness of a school-based intervention for young children aimed to improve their social skills and the classroom environment.
Method: A four-week classroom intervention focusing on further developing social skills, peer relationships, and improving classroom behavior was implemented. Second grade students were taught a specific skill each session (i.e., being a good friend, cooperating, taking turns, and listening) and teachers reinforced the learned skill during the remainder of the week. Students were assessed pre and post-intervention.
Results: Paired t-tests will be used to evaluate the effectiveness of the intervention.
Discussion: A school-based intervention focused on social skills and classroom behavior may be a helpful addition to the curriculum of younger students.