The Effects of Social Skills Instruction on the Academic Achievement of a Student with an Emotional/Behavioral Disorder at a Selected Junior High School

Abstract

The purpose of this study was to examine the effects of social skills instruction on the academic achievement of a student with an Emotional/Behavioral Disorder (EBD). The sample consisted of a student, age 13, at a selected middle school. The targeted behaviors of the study were responding appropriately when given assignments, following directions, and participation in class activities. Data were collected through observations and interventions using ABAB design. A baseline was established after one week of observation. An intervention of instruction in social skills was introduced for one week and target behaviors were examined and results tallied. The following week the interventions were withdrawn and target behaviors were examined and results tallied. Intervention was again introduced after one week of withdrawn. The target behaviors were observed and results were tallied. The results indicated significant difference in the student’s academic performance before and after intervention as measured by the number of times the student was on target. The results suggest that the use of instruction in social skills is beneficial to students with emotional and behavioral disorders.