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SP 037 076
ED 403 221
Taylor, George; Nixon, Lois
AUTHOR
Teachers' and Parents' Perceptions toward the Affects
TITLE
of Social Skills Training on Reading and Mathematical
Achievement of Young African American Males.
PUB DATE
[96]
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Research/Technical (143)
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Academic Failure; Achievement Gains; Behavior Change;
DESCRIPTORS
*Black Students; Elementary School Students;
*Interpersonal Competence; Low Achievement; *Males;
*Mathematics Achievement; Parent Attitudes; Primary
Education; *Reading Achievement; Social Adjustment;
*Social Development; Student Motivation; Teacher
Attitudes
*African Americans
IDENTIFIERS
ABSTRACT
A structured social skills program was developed for
young African American males (N=33), in grades one and two in an
urban setting. The study was designed to employ social skills to
improve reading and mathematics skills. The students selected had
demonstrated previous social skill deficits as determined by a
pre-assessment instrument. These deficits included poor attendance,
poor interpersonal skills, stress, poor organization and study
skills, and destructive and aggressive behaviors. The structured
social skills program was conducted over a one year period.
Activities included techniques for: improving bonding; attention;
belonging; recognition of the students' roles and positions in a
group; developing confidence and motivation; caring; problem solving;
and other social behaviors. Evidence of change was recorded on a
student assessment profile. Results were also computed for reading
and mathematics grades. Findings indicated that the students showed
significant improvement in interpersonal skills and reading and
mathematics achievement. Follow-up with students' parents and
teachers also indicated that the program was successful. The program
could be improved if school resources are integrated towards changes
in behavior, families are more involved, and a longer period of study
and follow-up is used. (Contains 22 references.)
(JLS)
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ABSTRACT
Teachers) and Parents Perceptions Toward the Affects of Social
Skills Training on Reading and Mathematical Achievement of Young
African American Males.
*George Taylor and Lois Nixon
A structured social skills program was developed for young
The study was
African American Males in a large urban setting.
designed to employ social skills to improve reading and mathematic
Thirty three (33) boys were selected to participate in the
skills.
The boys selected had demonstrated previous social skills
study.
deficits as determined by a pre-assessment instrument.
The structured social skills program was conducted over a one
Findings indicated that the boys showed significant
year period.
improvement in interpersonal skills and reading and mathematic
All measures were significant at the .01 level or
achievement.
greater specific recommendations were made for strengthening the
program.
*George Taylor is Chairperson, Department of Special Education,
Coppin State College, and Core Professor, The Union Institute
Special
Department
of
an Associate
Lois Nixon
Professor,
is
Education, Coppin State College
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2
INTRODUCTION
Teachers and Parents Perceptions Toward the Affects of Social Skill
Training on Reading and Mathematical Achievement of Young African-
American Males
*George Taylor and Lois Nixon
A significant percentage of Black children live in urban
The culture and life styles of these communities
communities.
frequently impede normal growth and development in several key
1989; Tomlinson,
areas of functioning (Matsueda,
Butler,
1987,
1988).
Social development is a major area in which many young African
They frequently have developed
American males need assistance.
inappropriate interpersonal skills which are not accepted by the
Inability to conform to expected social standards may
school.
result in unacceptable social behavior in school towards peer and
Appropriate social skills are essential for developing
adults.
personal relationships and accepting the role of authority figures
Research findings, by Bradly (1989) Hillard (1989)
(Taylor, 1992).
Butler (1989) Holland (1987) and Johnson (1990), support the notion
that unacceptable social behaviors are directly associated with
Children model
and
imitate
deprived cultural
environments.
Innovative ways must be found
behaviors from their environments.
by the schools to provide appropriate role models for young African
In some instances social
American males to imitate and copy.
skills will be needed to be taught and infused into the curriculum.
*George R. Taylor is chairperson, Department of Special Education,
Coppin State College and Core Professor, The Union Institute.
3
r
social behaviors are learned,
According to Katz
(1991)
they can be changed and modified with appropriate
therefore,
evaluate
individual
require
that
They
an
intervention.
a
situation, choose the appropriate social skills, and perform the
Unfortunately, many young African-
social tasks appropriately.
American males have not been exposed to appropriate social models
or do not possess enough prerequisite skills, such as maturity and
social
perform
the
skills.
successfully
to
control,
self
Development of social skills in African-American males as well as
all children, require that they have appropriate models to copy and
their
adjust
to
clues
and
non-verbal
recognize
to
imitate,
Many young African-American males have not
behaviors accordingly.
According to Holland (1987) and
mastered the above techniques.
Ayers (1989) early intervention is needed to expose young Black
males to appropriate social models.
support
research
the
Gibbs
and
Mastsueda
(1988)
(1987)
findings of Katz (1991); they indicated that negative behaviors are
learned behaviors which children imitate from their environments.
The school view these behaviors as hostile and destructive and
respond to children in a negative fashion, thus creating conflict
and tension between school and children.
aforementioned
the
support
studies
other
Findings
from
research by concluding that many African-American males may have
developed or adapted alternative ways and styles of coping with
styles are
These behavioral
in their communities.
problems
frequently in conflict with the school and society in general, and
Behavioral styles and
may be viewed as negative or destructive.
models copied and imitated by your African-American males may serve
them well in their environments, but are frequently viewed as
dysfunctional by the school (Harris, 1992; Taylor, 1992; Hillard,
1989).
relevant to teaching social
A perusal of other research,
skills to young African American males appears to be in agreement
regarding the importance of teaching social skills to African-
The preponderance of research strongly support the
American males.
teaching and
the
into
skills
social
integrating
concept
of
curriculum as well as emphasizing the fact that social skills
should assume a position of primacy along with the basic three R's
1992; Forest,
1989; Hatch,
1990; Bikien,
1989; Deal,
(Hillard,
This study was
1990; Collins, 1992; Kagan, 1989; Johnson, 1990).
one attempt to develop strategies for promoting social skills among
young Black males.
STATEMENT OF THE PROBLEM
This study was designed to determine if a structured program
mathematic
and
would
reading,
improve
social
skills
in
interpersonal achievement of young African-American males.
PURPOSE OF STUDY
to determine
The major purpose of
study was
the
if
a
structured program in social skills development could improve
reading, mathematic and interpersonal achievement of young
African-American males.
MAJOR HYPOTHESES
There will be a significant difference in reading, mathematic
and interpersonal skills of young African-American males after they
45
have participated in a year long structured program in social
skills development.
MINOR HYPOTHESES
There will be a significant difference in reading and math
1.
achievement of young African-American males after they have
participated in a structured social skills program.
There will be significant difference in how parents and
2.
teachers perceive social skills development of young African-
American males after they have participated in the structure
social skills program.
METHODS AND PROCEDURES
Sample
Boys selected to participate in this study were in grades 1
The boys were administered a pre-assessment inventory,
and 2.
program was
teachers
by
initiated,
intervention
the
before
The inventory was not administered to
participating in the study.
determine who would be selected or rejected to participate in the
study, rather it was administered to determine the types of social
skills development were needed by the boys.
Instrumentation
As outlined a pre-assessment inventory was constructed and
administered to African-American males participating in the study.
Results from the survey indicated a variety of social skills
skills,
poor attendance, poor interpersonal
deficits such as
destructive and
skills,
study
poor organization
and
stress,
These social skills deficits formed the
aggressive behaviors.
bases for developing the structured social skills program for
5
remediating
various groups
for
into
boys
or
the
grouping
eliminating the social skills deficit.
constructed to
A student assessment profile
record
was
reading and mathematics grades and social development of the boys
by teachers involved in the program on a pre-post test basis.
A social skills checklist was developed and administered to
There
the boys on a pre-post test basis by teachers and parents.
ranging
were forty items in the checklist with a four point scale
Total scores were
to never.
from always
sometimes)
lot,
(a
computed for the instrument for each subject.
Intervention
African-American males who participated in this study were
exposed to a year of structured social skills training. Activities
included techniques for improving bonding, attention, belonging,
recognition of their roles and positions in a group, developing
confidence, motivation, caring, problem solving techniques, and
activities
aforementioned
The
problems.
behavioral
other
constituted the behavioral skills developed for the intervention.
The steps were
For each skill a set of steps were developed.
The teacher modeled the
presented following a set sequence:
(1)
The student attempted to repeat the demonstrated
behavior;
(2)
The
Other students critiqued the behavior, and (4)
behavior; (3)
These steps
student practiced the skill independent of the group.
assisted young Black males in internalizing their behaviors and
assessing how their behaviors impact upon others.
The structured social skills learning program followed the
listed format for each behavior taught:
Behaviors were written in behavioral terms.
1.
The application of task analysis was followed until each skill
2.
was mastered before moving to the next skill.
Some classroom arrangements were necessary to accomplish some
3.
of the skills.
No specific time of the day was devoted to skill training,
4.
rather the training was infused into the regular curriculum
whenever possible.
A reinforcement system was developed before the intervention
5.
was initiated.
Specific rules were developed for each skill with as much
6.
input from the boys as possible, and written in observable and
measurable terms.
Rules were understood by the boys, that is, they were able to
7.
complete the task.
New social skills were developed only when students had
successfully transferred a prior skill.
Analysis of Data
Sum
Data were recorded on a student assessment profile.
totals for each of the measures in reading, math, attendance office
referrals and social skills development were used in analyzing the
were conducted
including,
analyses
types
of
Several
data.
test results
The
descriptive statistics and
"t"
tests.
to
well as
and mathematical grades
as
for reading
computed
determine significant levels on other measures. Significant levels
were set at the .05 level of confidence for all measures.
8
7
Results
outlines the numbers and percentages of pre-post
Table I
African-American
grades
males
mathematics
reading
of
and
participating the study.
9
8
Table I
Frequency Analyses of Pre-Post Reading and Mathematics Achievement
(N=33)
Mathematics
Reading
,
Post Math
Pre Math
Post Reading
Pre Reading
%
# %
X
#
# %
#
Grade
30
3
10
8
39
24
13
Good
1
36
36
14
54
12
42
Satisfactory
18
14
6
18
15
3.5
Unsatisfactory
5
15
5
1
9
46
3
3.5
6
12
19
Fail
1
33
100
100
33
33
100
33
100
Total
