Developing Social Skills of Students with Additional Needs Within the Context of the Australian Curriculum

Michael Davies, Greta Cooper, Ryan J. Kettler, Stephen Elliott

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and social capability, calls for students to develop social skills. For many students with additional needs, it is hoped that the development of social skills will enable increased connectedness and a greater sense of inclusion. To meet developmental expectations of social skills, teachers need to measure these skills, develop effective teaching strategies for them, and evaluate their progress. The multi-tiered assessment and intervention components of the Social Skills Improvement System (SSiS; Elliott & Gresham, 2007) seem to offer a comprehensive system to support this process (Elliott, Frey, & Davies, in press).

Original languageEnglish (US)
Pages (from-to)37-55
Number of pages19
JournalAustralasian Journal of Special Education
Volume39
Issue number1
DOIs
StatePublished - Jul 15 2014

Fingerprint

inclusion
curriculum
teaching strategy
academic achievement
evidence
student
teacher
school
learning

Keywords

  • additional needs students
  • assessment intervention
  • Keywords: social skills

ASJC Scopus subject areas

  • Education

Cite this

Developing Social Skills of Students with Additional Needs Within the Context of the Australian Curriculum. / Davies, Michael; Cooper, Greta; Kettler, Ryan J.; Elliott, Stephen.

In: Australasian Journal of Special Education, Vol. 39, No. 1, 15.07.2014, p. 37-55.

Research output: Contribution to journalArticle

@article{45f983347f8545d0ad4c1cdefe19e51e,
title = "Developing Social Skills of Students with Additional Needs Within the Context of the Australian Curriculum",
abstract = "Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and social capability, calls for students to develop social skills. For many students with additional needs, it is hoped that the development of social skills will enable increased connectedness and a greater sense of inclusion. To meet developmental expectations of social skills, teachers need to measure these skills, develop effective teaching strategies for them, and evaluate their progress. The multi-tiered assessment and intervention components of the Social Skills Improvement System (SSiS; Elliott & Gresham, 2007) seem to offer a comprehensive system to support this process (Elliott, Frey, & Davies, in press).",
keywords = "additional needs students, assessment intervention, Keywords: social skills",
author = "Michael Davies and Greta Cooper and Kettler, {Ryan J.} and Stephen Elliott",
year = "2014",
month = "7",
day = "15",
doi = "10.1017/jse.2014.9",
language = "English (US)",
volume = "39",
pages = "37--55",
journal = "Australasian Journal of Special Education",
issn = "1030-0112",
publisher = "Australian Academic Press",
number = "1",

}

TY - JOUR

T1 - Developing Social Skills of Students with Additional Needs Within the Context of the Australian Curriculum

AU - Davies, Michael

AU - Cooper, Greta

AU - Kettler, Ryan J.

AU - Elliott, Stephen

PY - 2014/7/15

Y1 - 2014/7/15

N2 - Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and social capability, calls for students to develop social skills. For many students with additional needs, it is hoped that the development of social skills will enable increased connectedness and a greater sense of inclusion. To meet developmental expectations of social skills, teachers need to measure these skills, develop effective teaching strategies for them, and evaluate their progress. The multi-tiered assessment and intervention components of the Social Skills Improvement System (SSiS; Elliott & Gresham, 2007) seem to offer a comprehensive system to support this process (Elliott, Frey, & Davies, in press).

AB - Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and social capability, calls for students to develop social skills. For many students with additional needs, it is hoped that the development of social skills will enable increased connectedness and a greater sense of inclusion. To meet developmental expectations of social skills, teachers need to measure these skills, develop effective teaching strategies for them, and evaluate their progress. The multi-tiered assessment and intervention components of the Social Skills Improvement System (SSiS; Elliott & Gresham, 2007) seem to offer a comprehensive system to support this process (Elliott, Frey, & Davies, in press).

KW - additional needs students

KW - assessment intervention

KW - Keywords: social skills

UR - http://www.scopus.com/inward/record.url?scp=84931564395&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84931564395&partnerID=8YFLogxK

U2 - 10.1017/jse.2014.9

DO - 10.1017/jse.2014.9

M3 - Article

AN - SCOPUS:84931564395

VL - 39

SP - 37

EP - 55

JO - Australasian Journal of Special Education

JF - Australasian Journal of Special Education

SN - 1030-0112

IS - 1

ER -