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Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity

Including students with neurodevelopmental disabilities (NDDs) in regular classrooms has become a law-enforced common practice in many high- and middle-income countries. Still, without appropriate actions supporting the implementation of inclusive pedagogical practice, students with NDDs remain at i...

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Autores principales: Leifler, Emma, Coco, Christina, Fridell, Anna, Borg, Anna, Bölte, Sven
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8835167/
https://www.ncbi.nlm.nih.gov/pubmed/35162512
http://dx.doi.org/10.3390/ijerph19031487
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author Leifler, Emma
Coco, Christina
Fridell, Anna
Borg, Anna
Bölte, Sven
author_facet Leifler, Emma
Coco, Christina
Fridell, Anna
Borg, Anna
Bölte, Sven
author_sort Leifler, Emma
collection PubMed
description Including students with neurodevelopmental disabilities (NDDs) in regular classrooms has become a law-enforced common practice in many high- and middle-income countries. Still, without appropriate actions supporting the implementation of inclusive pedagogical practice, students with NDDs remain at increased risk for absenteeism, bullying and underachievement. There is limited knowledge on the feasibility of social skills group training (SSGT) in naturalistic settings. Using a qualitative approach, the objective of this study was to explore the lived experiences of (i) students diagnosed with autism or attention-deficit hyperactivity disorder and those showing subclinical social difficulties receiving either SSGT or active social control activities in a regular senior high school setting, (ii) teachers providing SSGT or the active control activity and (iii) school leaders facilitating the implementation of these actions. Due to the impact of the COVID-19 pandemic, comparison between real life versus digital administration of SSGT was also examined. Within a randomized controlled pilot trial of the school-tailored SSGT SKOLKONTAKT(®), the primary perspectives of 20 students, teachers and school leaders on SSGT or the social control activities were explored. All groups perceived SSGT to enhance school attendance and academic achievement of students, as well as teacher inclusion skills and the social school climate. Findings indicate that SSGT is largely feasible and socially valid, and broader implementation of SSGT in school settings appears meaningful.
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spelling pubmed-88351672022-02-12 Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity Leifler, Emma Coco, Christina Fridell, Anna Borg, Anna Bölte, Sven Int J Environ Res Public Health Article Including students with neurodevelopmental disabilities (NDDs) in regular classrooms has become a law-enforced common practice in many high- and middle-income countries. Still, without appropriate actions supporting the implementation of inclusive pedagogical practice, students with NDDs remain at increased risk for absenteeism, bullying and underachievement. There is limited knowledge on the feasibility of social skills group training (SSGT) in naturalistic settings. Using a qualitative approach, the objective of this study was to explore the lived experiences of (i) students diagnosed with autism or attention-deficit hyperactivity disorder and those showing subclinical social difficulties receiving either SSGT or active social control activities in a regular senior high school setting, (ii) teachers providing SSGT or the active control activity and (iii) school leaders facilitating the implementation of these actions. Due to the impact of the COVID-19 pandemic, comparison between real life versus digital administration of SSGT was also examined. Within a randomized controlled pilot trial of the school-tailored SSGT SKOLKONTAKT(®), the primary perspectives of 20 students, teachers and school leaders on SSGT or the social control activities were explored. All groups perceived SSGT to enhance school attendance and academic achievement of students, as well as teacher inclusion skills and the social school climate. Findings indicate that SSGT is largely feasible and socially valid, and broader implementation of SSGT in school settings appears meaningful. MDPI 2022-01-28 /pmc/articles/PMC8835167/ /pubmed/35162512 http://dx.doi.org/10.3390/ijerph19031487 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Leifler, Emma
Coco, Christina
Fridell, Anna
Borg, Anna
Bölte, Sven
Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity
title Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity
title_full Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity
title_fullStr Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity
title_full_unstemmed Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity
title_short Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity
title_sort social skills group training for students with neurodevelopmental disabilities in senior high school—a qualitative multi-perspective study of social validity
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8835167/
https://www.ncbi.nlm.nih.gov/pubmed/35162512
http://dx.doi.org/10.3390/ijerph19031487
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