Social Skills Instruction for Students at Risk for Antisocial Behavior: The Effects of Small-Group Instruction

By Kathleen Lynne Lane, J. Wehby, Holly M. Menzies, Georgia L. Doukas, Sarah M. Munton, Rebecca M. Gregg. 2003

101 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e62f7444f3be61c8789c4649a99af3381f328ab8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Kathleen Lynne Lane
2. A. Bruhn
3. Shanna Eisner Hirsch
4. L. Rawlings
5. K. Sandra MacLeod
6. Brandi Simonsen
7. Diane Myers
8. Donald E. Briere

In Developmental and Educational Psychology

1. A. Bruhn
2. Kathleen Lynne Lane
3. Shanna Eisner Hirsch
4. Brandi Simonsen
5. Donald E. Briere
6. Diane Myers
7. L. Rawlings
8. K. Sandra MacLeod

In Social Psychology

1. A. Bruhn
2. Kathleen Lynne Lane
3. Shanna Eisner Hirsch
4. Daria Paul Dona
5. Donald E. Briere
6. Timothy J. Lewis
7. Barbara S. Mitchell
8. Leanne S. Hawken

Citations in the corpus

• Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices (2004, background): “Our review also found that social skills instruction remains a proven practice (Lane & Menzies, 2002; Lane et al., 2003; Lo, Loe, & Cartledge, 2002; Smith & Sugai, 2000).”
• Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students (2007, background): “Other types of secondary-level interventions may include instruction on social skills, such as teaching students how to interact with peers or providing anger management techniques (Lane et al., 2003).”
• Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes (2007, background): “Academic engaged time refers to the amount of student the student spends actively engaged in instructional activities (Lane et al., 2003).”
• Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, background): “In particular, schools should consider empirically supported Tier 2 interventions such as targeted social skills instruction (Lane et al., 2003) and mentoring (Aseltine, Dupre, & Lamlein, 2000; Dappen & Isernhagen, 2006; Grossman & Tierney, 1998; Rollin, Kaiser-Ulrey, Potts, & Creason, 2003; Westhue”
• A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, methodology): “Nevertheless, we were compelled to mention a specific strength of the only study examining the effects of social skills instruction (Lane et al., 2003).”
• Tier Two Interventions Implemented within the Context of a Tiered Prevention Framework (2011, background): “In addition, use of this practice also demonstrates increased teacher ratings of prosocial behavior, direct observation of student academic engagement and appropriate behavior, and increases in academic decoding skill (e.g., Gresham et al., 2006; Lane et al., 2003; Lane et al., 2002).”
• Scaling Up School-Wide Positive Behavioral Interventions and Supports (2014, unknown): “, 2009; Walker, Severson, Feil, Stiller, & Golly, 1998), Check-in/Check-out (Crone, Hawken, & Horner, 2010), Check and Connect (Anderson, Christenson, Sinclair, & Lehr, 2004), and Social Skills Clubs (Lane et al., 2003; Powers, 2003).”