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Research Objective
To evaluate the effectiveness of a brief social skills curriculum taught to youth participating in the Youth Impact program.
Research Questions
Does participation in the social skills curriculum affect the social skills of the youth?
Specifically, do the scores of the youth taking the social skills classes significantly change after having taken the classes?
Do the scores of the youth taking the social skills classes significantly differ from the scores of the youth who did not take the classes?
General Principles of Albert Bandura’s Social Learning Theory People learn by observing the behavior of others
Learning occurs without a change in behavior
Cognition plays a role in learning
Social Learning theory can be considered a bridge between behaviorist and cognitive learning theories
How the Environment Reinforces Modeling The participant is reinforced by the model. The participant is reinforced by a third
person. The imitated behavior leads to reinforcing
consequences. The model’s behavior affects the participant’s
behavior vicariously.
Skillstreaming Process In Class:
Define the Skill Model the skill Show examples/experiences Set up the role-play Conduct the role-play Provide feedback
Real World: Apply skill at home, school, Youth Impact with peers and
surrounding adults Complete homework and continue to apply skill each week
Five Skills Taught
Listening Giving a compliment Saying thank you Following instructions Apologizing
Social Skills Classes
Taught once a week for five consecutive weeks.
Each class consisted of approximately 6 youth.
Classes were age specific and an age appropriate curriculum was taught in each class.
Average class length was 30 to 45 minutes.
Methods – Subjects in Sample Two groups of YI participants
Experimental group – youth who participated in the social skills classes (n = 42)
Control group – youth who did not participate in the social skills classes (n = 24)
Selection of Experimental Group Relied on youth who were the first to return consent forms and
attended class.
Selection of Control Group Chosen by default. Youth who returned consent forms but did
not attend the classes.
Demographics- Youth
Experimental (n=36) Average age: 12.43 Age Range: 9 to 16 Gender: 50% male
50% female Race:
26.5% Caucasian
52.9% Hispanic
20.5% other
Control Group (n=10) Average age: 11.6 Age Range: 9 to 17 Gender: 40% male
60% female Race:
30.0% Caucasian
40.0% Hispanic
30.0% other
Demographics- Parents
Experimental (n=36) Average age: 36.7
Gender: 91.7% female
Race:
27.8% Caucasian 55.6% Hispanic16.7% Other
Control Group (n=10) Average age: 35.7
Gender: 100% female
Race:
30.0% Caucasian
50.0% Hispanic
20.0% Other
Demographics- Parents cont.
Experimental (n=36) Education Level:
22.2% less than H.S. 27.8% HS Diploma/GED 27.8% Some college
13.9% Associates 5.6% Bachelors
Employment Status: 69.4% full-time
5.6% part-time 16.7% unemployed
Household Income: 33.3% less than $20,000
Control Group (n=10) Education Level:
22.2% less than H.S.22.2% H.S. Diploma/GED 44.4% some college
0% Associates 0% Bachelors
Employment Status: 50.0% full-time 40.0% part-time 10.0% unemployed
Household Income: 60.0% less than $20,000
Demographics- Parents cont.
Experimental (n=36)
Marital Status: single 22.2%
married 41.7% separated 5.6% divorced 25.0%cohabiting 5.6%
Relationship to Child: biological/adopted 77.8%
legal guardian 22.2%
Control Group (n=10)
Marital Status:single 10.0%
married 30.0% separated 20.0% divorced 40.0%
cohabiting 0%
Relationship to Child: biological/adopted 80.0%legal guardian 20.0%
Data Collection from Youth and Parents
Methods Pre-test and post-test
surveys from child, parent, and staff
Surveys were collected from both participants and a control group.
Group Interview of staff members at Youth Impact
Incentive Parent: Having their
child/children participate in the social skills program.
Youth: Learning and practicing
social skills in a non-threatening environment.
Candy!!! Overnight trip in a Hotel
during the summer.
Data Collection from Program StaffMethods Pre-test Surveys Post-test Surveys Group Interview
Incentive Volunteer Help Social Skills research
project to help the participants of their program.
Learning more about their participants through our longitudinal study.
Measurement of Social Skills
Do I listen to someone who is talking to me? Do I say thank you when someone does
something for me? Do I tell other people when I like how they are or
something they have done? Do I carry out instructions from other people
quickly and correctly? Do I apologize to others when I have done
something wrong?
Measured by:
Likert Scale on a scale of 1-5 1 being almost never 2 being seldom 3 being sometimes 4 being often 5 being almost always
Results: Social Skills Overall before ClassesSocial Skills Youth Mean
ScoreParent Mean
ScoreStaff Mean
Score
Listening 4.32(n=59)
3.72(n=50)
3.48(n=47)
Saying Thank You 4.27(n=59)
3.81(n=50)
3.76(n=47)
Giving a Compliment 3.47(n=59)
3.36(n=50)
2.92(n=47)
Following Instructions 3.66(n=58)
3.51(n=49)
3.47(n=45)
Apologizing 4.14(n=59)
3.74(n=50)
3.46(n=46)
Results: Mean Social Skills Scores for Experimental Group of Youth (Youth Ratings)
Youth Rating (n=27)
Before Classes
After Classes
Mean Difference
Listening 4.35 4.35 0.00
Saying Thank You 4.35 4.54 0.19
Giving a Compliment 3.69 3.92 0.23
Following Instructions 3.72 4.08 0.36
Apologizing 4.19 4.46 0.27
Results: Mean Social Skills Scores for Experimental Group of Youth (Staff Ratings)
Staff Rating (n=34)
Before Classes
After Classes
Mean Difference
Listening 3.62 4.47 0.851**
Saying Thank You 3.88 4.62 0.738**
Giving a Compliment 2.91 4.09 1.178**
Following Instructions 3.79 4.35 0.563**
Apologizing 3.53 4.35 0.823**
Results: Mean Social Skills Scores for Experimental Group of Youth (Parent Ratings)
Parent Rating (n=17)
Before Classes
After Classes
Mean Difference
Listening 3.88 4.24 0.355
Saying Thank You 4.18 4.82 0.644**
Giving a Compliment 3.65 4.18 0.526*
Following Instructions 3.88 4.12 0.238
Apologizing 3.94 4.53 0.589**
Summary of Changes in Scores for the Youth in the Experimental Group As reported by the staff, the social skills of the youth were
significantly better after attending the classes in each of the five skill areas.
As reported by the parents, after attending the classes the youth significantly improved upon three of the five social skills.
As reported by the youth, after attending the classes there were improvements in four of the five social skills, however these improvements failed to achieve statistical significance.
Results: Listening Skills – Youth Rating
4.24
4.26
4.28
4.3
4.324.34
4.36
4.38
4.4
4.42
Before Classes After Classes
Lis
teni
ng S
kill
Scor
e
ExperimentalControl
Results: Listening Skills – Parent Rating
3.4
3.5
3.6
3.7
3.83.9
4
4.1
4.2
4.3
Before Classes After Classes
Lis
teni
ng S
kill
Scor
e
ExperimentalControl
Results: Listening Skills – Staff Rating *
2.5
3
3.5
4
4.5
5
Before Classes After Classes
Lis
teni
ng S
kill
Scor
e
ExperimentalControl
Summary of Listening Skills Results Although both the youth and parents
rated listening skills as increasing after the classes, there was no significant difference between the youth who attend classes and those who did not.
Staff rated those youth who were participating in the classes as doing significantly better with listening than those who didn’t attend the class.
Results: Saying Thank You – Youth Rating
44.054.1
4.154.2
4.254.3
4.354.4
4.454.5
4.554.6
Before Classes After Classes
Sayi
ng T
hank
You
Ski
ll Sc
ore
ExperimentalControl
Results: Saying Thank You – Parent Rating **
33.23.43.63.8
44.24.44.64.8
5
Before Classes After Classes
Sayi
ng T
hank
You
Ski
ll Sc
ore
ExperimentalControl
Results: Saying Thank You – Staff Rating **
3
3.2
3.4
3.6
3.84
4.2
4.4
4.6
4.8
Before Classes After Classes
Sayi
ng T
hank
You
Ski
ll Sc
ore
ExperimentalControl
Summary of Saying Thank You Results The parents and staff observed an increase
in saying thank you for the youth who attended classes.
Overall, there was a significant difference between the youth who participated and those who did not.
Results: Giving A Compliment – Youth Rating
3
3.2
3.4
3.6
3.8
4
4.2
Before Classes After Classes
Giv
ing
A C
ompl
imen
t Ski
ll Sc
ore
ExperimentalControl
Results: Giving A Compliment – Parent Rating
2.5
2.7
2.9
3.1
3.33.5
3.7
3.9
4.1
4.3
Before Classes After Classes
Giv
ing
A C
ompl
imen
t Ski
ll Sc
ore
ExperimentalControl
Results: Giving A Compliment – Staff Rating **
2.5
2.7
2.9
3.1
3.33.5
3.7
3.9
4.1
4.3
Before Classes After Classes
Giv
ing
A C
ompl
imen
t Ski
ll Sc
ore
ExperimentalControl
Summary of Giving a Compliment Results As reported by the youth, after attending the classes there were
improvements in four of the five social skills, however these improvements failed to achieve statistical significance.
Both the youth who took the classes and those who didn't increased in their ability to give a compliment but there was no significant difference between the two groups at the end of the classes.
According to the staff, the youth who took the social skills classeswere significantly higher in their giving a compliment score after the classes than the youth who did not take the class.
Results: Following Instructions – Youth Rating
3
3.2
3.4
3.6
3.8
4
4.2
Before Classes After Classes
Fol
low
ing
Inst
ruct
ions
Ski
ll Sc
ore
ExperimentalControl
Results: Following Instructions – Parent Rating
3
3.2
3.4
3.6
3.8
4
4.2
Before Classes After Classes
Fol
low
ing
Inst
ruct
ions
Ski
ll Sc
ore
ExperimentalControl
Results: Following Instructions – Staff Rating *
2.52.72.93.13.33.53.73.94.14.34.5
Before Classes After Classes
Fol
low
ing
Inst
ruct
ions
Ski
ll Sc
ore
ExperimentalControl
Summary of Following Instructions Results According to the youth, the experimental
group improved and the control group decreased.
Although the parents saw an improvement in their kids after the classes, it was not significant.
The youth who took the class are better at following instructions at time two according to staff as they noticed a significant change.
Results: Apologizing – Youth Rating
3.9
4
4.1
4.2
4.3
4.4
4.5
Before Classes After Classes
Apo
logi
zing
Ski
ll Sc
ore
ExperimentalControl
Results: Apologizing – Parent Rating *
3
3.2
3.4
3.6
3.84
4.2
4.4
4.6
4.8
Before Classes After Classes
Apo
logi
zing
Ski
ll Sc
ore
ExperimentalControl
Results: Apologizing – Staff Rating **
3
3.2
3.4
3.6
3.8
4
4.2
4.4
4.6
Before Classes After Classes
Apo
logi
zing
Ski
ll Sc
ore
ExperimentalControl
Summary of Apologizing Results Student participants and non-participants
both perceived an increase in their apologizing skills between time one and time two tested.
Parents and Staff perceived a statistically significant increase in apologizing for students that attended this Skillstreaming class.