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Cost efficacy of two social learning training procedures with withdrawn/isolate children
Author(s) -
Csapo Marc
Publication year - 1983
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198301)20:1<67::aid-pits2310200115>3.0.co;2-2
Subject(s) - psychology , checklist , reinforcement , social skills , social learning , developmental psychology , identification (biology) , applied psychology , social psychology , cognitive psychology , pedagogy , botany , biology
This investigation compared the cost effectiveness of two approaches—the social learning approach and the social learning approach with reinforcement—to increase the frequency of targeted social skills with socially withdrawn/isolate children. Twelve grade three subjects were selected whose mean score was higher than 2.00 on the social withdrawal subscale of the Walker Problem Behavior Identification Checklist. The frequency of four behaviours—asking questions, giving directions, praising and encouraging, and social other—were observed and compared to the frequency of behavior of an “average” peer. The results indicated that the social learning approach paired with reinforcement for teaching targeted social skills was more cost effective, thus more feasible for classroom application.