DOCUMENT RESUME A/ 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] NOTE 21p. Research/Technical (143) PUB TYPE Reports EDRS PRICE MFO1 /PCO1 Plus Postage. 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) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 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 PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION Office of Educational Research DISSEMINATE THIS MATERIAL and Improvement EDUCATIONAL RESOURCES HAS BEEN GRANTED BY INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated TO THE EDUCATIONAL RESOURCES in this docu- ment do not necessarily represent official INFORMATION CENTER (ERIC) OERI position or policy. trI\ BEST COPY AVAILABLE 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