Primenljivost procedura za razvoj i unapređivanje socijalnih veština u osnovnoj školi – perspektiva defektologa
Date Issued
2023-12-11
Author(s)
Bankovic, Slobodan
Brojčin, Branislav
Antonijević, Marina
Vasilevska Petrovska, Ivana
Bukovica, Aleksandra
Abstract
Introduction: When defining the social skills learning program for students with
disabilities, it is important, among other things, to take into account the opinions of
professionals about certain methods and procedures that will potentially be used during
treatment, as well as the possibilities of their application in practice.
Objective: The aim of this work is to determine the perspective of special education
teachers regarding the applicability of certain procedures for the development and
improvement of social skills in the school environment.
Methods: The sample consists of 57 special education teachers working in elementary
school classes for students with developmental disabilities in Serbia and Macedonia. For the
purposes of this research, a special questionnaire was constructed to assess the applicability
of 25 evidence-based procedures for the development and improvement of social skills of
children and youth.
Results: More than half of special education teachers believe that practices such as
incentives (70.1%), social stories (68.4%), social skills training (66.7%), visual support (63.2%)
and reinforcement (63.2%), video modeling (57.9%) and modeling (56.1%) applicable to a
large extent or completely. On the other hand, approximately half of them (45.6%) believe
that self-management cannot be applied or can only be applied in certain situations. Less
than a third of the respondents believe that peer-mediated interventions (31.6%), task
analysis (29.9%), functional communication training (29.8%), self-management (28%) and
scripting (26.3%) applicable to a large extent or completely.
Conclusion: The obtained results indicate the need for additional education of
special education teachers regarding the application of certain procedures, as well as the
identification of other factors that hinder their applicability.
disabilities, it is important, among other things, to take into account the opinions of
professionals about certain methods and procedures that will potentially be used during
treatment, as well as the possibilities of their application in practice.
Objective: The aim of this work is to determine the perspective of special education
teachers regarding the applicability of certain procedures for the development and
improvement of social skills in the school environment.
Methods: The sample consists of 57 special education teachers working in elementary
school classes for students with developmental disabilities in Serbia and Macedonia. For the
purposes of this research, a special questionnaire was constructed to assess the applicability
of 25 evidence-based procedures for the development and improvement of social skills of
children and youth.
Results: More than half of special education teachers believe that practices such as
incentives (70.1%), social stories (68.4%), social skills training (66.7%), visual support (63.2%)
and reinforcement (63.2%), video modeling (57.9%) and modeling (56.1%) applicable to a
large extent or completely. On the other hand, approximately half of them (45.6%) believe
that self-management cannot be applied or can only be applied in certain situations. Less
than a third of the respondents believe that peer-mediated interventions (31.6%), task
analysis (29.9%), functional communication training (29.8%), self-management (28%) and
scripting (26.3%) applicable to a large extent or completely.
Conclusion: The obtained results indicate the need for additional education of
special education teachers regarding the application of certain procedures, as well as the
identification of other factors that hinder their applicability.
Subjects
File(s)![Thumbnail Image]()
Loading...
Name
Bankovic, Trajkovski et al.-FASPER-2023.pdf
Description
PDF
Size
742.72 KB
Format
Adobe PDF
Checksum
(MD5):2c25cbb5d1cdb9783ba737eb99a0ea45