This study examined the effectiveness of an intervention package consisting of individualized lessons, adult-directed prompting, and peer support, in the acquisition and generalization of social skills by three elementary participants with emotional and behavioral disorders in an inclusive natural school environment. Prior to intervention, each participant exhibited deficits in social engagement compared to same-age peers. The study was conducted in two phases. In phase 1, assessment data were collected from a variety of sources to determine the social skills deficits and training targets for each student. During phase 2, the intervention package was implemented. Based on visual and statistical analysis of data, results demonstrated increased social engagement in the lunchroom (Tau-U = 1.00) and generalization of acquired social skills to an untrained inclusive environment (Tau-U = 0.80 and 0.94) for all participants. Implications, limitations, and directions for future research are presented.

中文翻译：

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同伴支持的情感和行为障碍小学生包容性社交技能指导

这项研究检查了包括个性化课程，成人指导和同伴支持在内的一揽子干预措施在包容性自然学校环境中三名患有情感和行为障碍的基本参与者获得和推广社交技能方面的有效性。在干预之前，与同龄同龄人相比，每个参与者都表现出社交参与方面的缺陷。该研究分两个阶段进行。在第1阶段，从各种来源收集评估数据，以确定每个学生的社交技能缺陷和培训目标。在第二阶段，实施了干预措施。根据数据的视觉和统计分析，结果表明午餐室的社交参与度有所提高（Tau- U = 1.00），并将 所有参与者的社交技能推广到未经培训的包容性环境（Tau- U = 0.80和0.94）。提出了含义，局限性和未来研究的方向。