| The author examined the effects of small-group social skills instruction on the playground behaviors of three second-grade students with emerging emotional and behavior problems. Over the course of six weeks, students were taught three social skills lessons that corresponded to problematic behaviors observed on the playground. A multiple baseline design was used to determine the effect of social skills instruction on social behaviors observed on the playground. Teachers also completed a rating scale before and after the intervention to measure any changes in social skills in the classroom. Over the course of the intervention, students moderately increased their percentage of time spent socializing appropriately during recess, but results varied across participants. Mixed results were also found on the social skills rating scale across students. |
