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Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities

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Date Issued:
2018
Abstract/Description:
This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
Title: Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities.
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Name(s): Wills-Jackson, Celestial, Author
Hines, Rebecca, Committee Chair
Dieker, Lisa, Committee Member
Lue, Martha, Committee Member
Wilkins, Ilene, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2018
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
Identifier: CFE0007266 (IID), ucf:52196 (fedora)
Note(s): 2018-08-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): gameplay skills -- social skills program -- autism spectrum disorder -- emotional behavioral disorders -- eye contact -- communication skills -- and peer interactions
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007266
Restrictions on Access: public 2018-08-15
Host Institution: UCF

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