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School Social WorkAn Evidence-Informed Framework for Practice$
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Michael S. Kelly, James C. Raines, Susan Stone, and Andy Frey

Print publication date: 2010

Print ISBN-13: 9780195373905

Published to Oxford Scholarship Online: May 2010

DOI: 10.1093/acprof:oso/9780195373905.001.0001

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Empirically Supported Social Skills Interventions

Empirically Supported Social Skills Interventions

Chapter:
(p.127) 10 Empirically Supported Social Skills Interventions
Source:
School Social Work
Author(s):

James C. Raines

Susan Stone

Andy Frey

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195373905.003.0010

Most students who are identified as being at risk of, or classified as having, an emotional disturbance, display social skills deficits. In fact, the current definition for emotional disturbance in the Individuals with Disabilities Education Act (IDEA) contains two social skills problems: (1) an inability to build or maintain satisfactory interpersonal relationships with peers or teachers, and (2) the expression of inappropriate behavior or feelings under normal circumstances. This chapter discusses how to locate, appraise, adapt, and apply empirically supported social skills interventions. It also demonstrates how to monitor the progress of students receiving social skills instruction, and how to evaluate the effectiveness of interventions employed using an evidence-based practice (EBP) perspective.

Keywords:   school social work, social work practice, supported social skills, evidence-based practice

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