This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD), participated. A pretest/posttest control-group design with random assignment was used to determine the effects of the instructional program. Data were analyzed for students with LD, all students with exceptionalities, and average-achieving (AA) students. Results indicated that experimental students’ scores on study-group performance, study-card creation, and tests of social and academic knowledge were significantly higher than control students’ scores. Furthermore, the number of prosocial behaviors and teamwork behaviors significantly increased for all subgroups of experimental students during study-group tasks, including students with LD and students with exceptionalities. Also, the number of antisocial behaviors significantly decreased for students with LD and students with exceptionalities.

这项研究报告了在合作社团体中使用的社交和学术技能综合包中，对小学生的教学效果，同时在全纳普通教育课程中学习重要信息时也是如此。包括45名学习障碍学生在内的25名教师和519名四年级和五年级学生参加了比赛。具有随机分配的测试前/测试后对照组设计用于确定教学计划的效果。分析了LD学生，所有例外学生和平均成绩（AA）学生的数据。结果表明，实验学生在学习小组表现，学习卡片创建以及社交和学术知识测验方面的得分显着高于对照学生的得分。此外，在研究组任务期间，所有实验学生亚组的亲社会行为和团队合作行为的数量均显着增加，包括LD学生和特殊学生。此外，LD学生和特殊学生的反社会行为的数量大大减少。