dc.contributor.author | Davies, Michael | |
dc.contributor.author | Cooper, Greta | |
dc.contributor.author | J. Kettler, Ryan | |
dc.contributor.author | N. Elliott, Stephen | |
dc.date.accessioned | 2017-11-21T12:00:35Z | |
dc.date.available | 2017-11-21T12:00:35Z | |
dc.date.issued | 2015 | |
dc.identifier.issn | 1030-0112 | |
dc.identifier.doi | 10.1017/jse.2014.9 | |
dc.identifier.uri | http://hdl.handle.net/10072/65121 | |
dc.description.abstract | Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social-emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and social capability, calls for students to develop social skills. For many students with additional needs, it is hoped that the development of social skills will enable increased connectedness and a greater sense of inclusion. To meet developmental expectations of social skills, teachers need to measure these skills, develop effective teaching strategies for them, and evaluate their progress. The multi-tiered assessment and intervention components of the Social Skills Improvement System (SSiS; Elliott & Gresham, 2007) seem to offer a comprehensive system to support this process (Elliott, Frey, & Davies, in press). | |
dc.description.peerreviewed | Yes | |
dc.description.publicationstatus | Yes | |
dc.format.extent | 422468 bytes | |
dc.format.mimetype | application/pdf | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Cambridge University Press | |
dc.publisher.place | United Kingdom | |
dc.relation.ispartofstudentpublication | N | |
dc.relation.ispartofpagefrom | 37 | |
dc.relation.ispartofpageto | 55 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | Australasian Journal of Special Education | |
dc.relation.ispartofvolume | 39 | |
dc.rights.retention | Y | |
dc.subject.fieldofresearch | Specialist studies in education | |
dc.subject.fieldofresearch | Specialist studies in education not elsewhere classified | |
dc.subject.fieldofresearch | Other Education | |
dc.subject.fieldofresearch | Cognitive and computational psychology | |
dc.subject.fieldofresearchcode | 3904 | |
dc.subject.fieldofresearchcode | 390499 | |
dc.subject.fieldofresearchcode | 3999 | |
dc.subject.fieldofresearchcode | 5204 | |
dc.title | Developing Social Skills of Students With Additional Needs Within the Context of the Australian Curriculum | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
gro.faculty | Arts, Education & Law Group, School of Education and Professional Studies | |
gro.rights.copyright | © 2014 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version. | |
gro.date.issued | 2015-09-16T05:34:41Z | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Davies, Michael D. | |