Scaling Social-Skills Instruction in Chinese Alternative Schools: A Multi-Site Single-Case Experimental Analysis of Acquisition, Maintenance, Generalization, and Social Validity Across 12 Students with Emotional or Behavioral Disorders in Jiangxi Province

Abstract

Children and youth with disabilities, especially those with mental, emotional, and learning disabilities often demonstrate deficits in social competence. Lack of appropriate social skills in physical education and sport by children with disabilities can lead to the lack of interaction and finally rejection by classmates without disabilities (Butler & Hodge 2004; Moore. Further, lack of discipline and control have been cited as major obstacles for effective instruction in physical education. Many educators assume that students develop appropriate social skills as a byproduct of participation in physical education and sports. However, it has been demonstrated that appropriate social behaviors improve only when interventions are implemented in physical activity settings.Social learning theory asserts that most behaviors are learned and thus, direct instruction can be employed to teach prosocial behaviors. Within the school environment, physical education is one setting which has been used to improve of social competence.However, little has been done to enhance the social skills of children with disabilities (especially those with emotional or behavioral disorders) in physical education and sport settings. The purpose of this study was to examine the effect of social skill instruction on the acquisition, maintenance, and generalization of peer related social behaviors of students with emotional or behavioral disorders (EBD) during competitive sports/games activities. The experiment specifically addressed the effect of social skill instruction on the number of appropriate and inappropriate sport/games behaviors during physical education class. Six students (4 males and 2 females) ages 10 through 17 and attending two alternative education school programs designed to serve children and youth with EBD participated in this study. A multiple baseline across participants design was used. A validated Appropriate Sport and Games Behaviors Curriculum (appropriate winning behaviors, appropriate losing behaviors, and appropriate behaviors during the game) was used for this study. Results of this study demonstrated that social skill instruction was an effective strategy to develop appropriate sport and game behaviors and decrease inappropriate ones for students with EBD in physical education. However, there was limited support for generalization. Social validity results demonstrated that parents and teachers support the curriculum as implemented to develop appropriate sport and game behaviors. Although further investigation is needed, the intervention was effective in improving appropriate behaviors and decreasing inappropriate ones.