Parent-Involved Social Skill Instruction on the Perceptions of Children At-Risk and Children with Normal Achievement and Development
This study describes the participation of parents in a leadership and social skill instruction program for elementary-age children identified by their teachers as at-risk for school failure or as normally developing and achieving. Initially, the children considered at risk were perceived by parents, teachers and peers as having less favorable social competence than their normally developing and achieving peers. However, following the 14-week parent-involved social skill instruction program, these students were perceived as having made significant social gains. Moreover, their post-intervention social skills were perceived as being similar to their normally developing and achieving peers. Results of these data are discussed relative to social skill training programs, and specifically the need for parent involvement in these activities.
Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) The Council for Exceptional Children
Townsend, B. L. & Simpson, R. L. (1998). Parent-involved social skill instruction on the perceptions of children at-risk and children with normal achievement and development. Compendium: Writings on Effective Practices for Culturally and Linguistically Diverse Exceptional Learners. Council for Exceptional Children: Reston, VA.