Effects of a Metacognitive Social Skill Intervention in a Rural Setting with At-Risk Adolescents

Effects of a Metacognitive Social Skill Intervention in a Rural Setting with At-Risk Adolescents

Ten at-risk students in a rural high school completed a social skills program based on metacognitive strategies and aligned with social and emotional learning principles. The intervention's primary goal was to stimulate the development of metacognitive strategies for internal locus of control i...

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Bibliographic Details
Published in:Rural special education quarterly Vol. 34; no. 2; pp. 25 - 35
Main Authors: Whetstone, Patti J., Gillmor, Susan C., Schuster, Jonathan G.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-06-2015
SAGE Publications and Hammill Institute on Disabilities
Sage Publications Ltd
Subjects:
Academic achievement
Adolescents
At Risk Students
Behavior Problems
Child Behavior
Cognition & reasoning
Control Groups
Educational Research
High School Students
Interpersonal Competence
Interpersonal Relationship
Intervention
Learning
Metacognition
Observation
Qualitative Research
Rating Scales
Rural Areas
Self awareness
Semi Structured Interviews
Social Behavior
Social Emotional Learning
Social skills
Special Education
Statistical Analysis
Student Behavior
Studies
Teachers
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Summary:Ten at-risk students in a rural high school completed a social skills program based on metacognitive strategies and aligned with social and emotional learning principles. The intervention's primary goal was to stimulate the development of metacognitive strategies for internal locus of control in the students, rather than attempting to change their social behavior through external controls. The students completed Behavior Assessment Scale for Children – 2nd Edition (BASC-2), and their teachers also completed a BASC-2 for each student, both pre- and post-intervention. Using the ratings, the results indicated positive changes in the students' behavior and attitude, social interactions, and academics.
ISSN:8756-8705
2168-8605
DOI:10.1177/875687051503400205