Group Social Skills Training and Attention Training for Elementary and Middle School Children in High and Low Reward Sensitivity Groups:

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  • Osawa Chihaya
    Institute of Education in Kashiwa
  • Hashimoto Rui
    Department of Mental Health Policy and Evaluation, National Institute of Mental Health, National Center of Neurology and Psychiatry
  • Shimada Hironori
    Faculty of Human Sciences, Waseda University

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Other Title
  • 注意バイアス修正訓練を取り入れた集団ソーシャルスキルトレーニングが児童生徒のソーシャルスキルの維持と般化に及ぼす影響
  • 注意バイアス修正訓練を取り入れた集団ソーシャルスキルトレーニングが児童生徒のソーシャルスキルの維持と般化に及ぼす影響 : 報酬への感受性の高低による効果の違いの比較
  • チュウイ バイアス シュウセイ クンレン オ トリイレタ シュウダン ソーシャルスキルトレーニング ガ ジドウ セイト ノ ソーシャルスキル ノ イジ ト パンカ ニ オヨボス エイキョウ : ホウシュウ エ ノ カンジュセイ ノ コウテイ ニ ヨル コウカ ノ チガイ ノ ヒカク
  • ―報酬への感受性の高低による効果の違いの比較―
  • Effects on Maintenance and Generalization of Social Skills

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Abstract

<p>  The present study examined the efficacy of group social skills training (GSST) combined with attention training for maintenance and generalization of social skills, and explored the extent to which reward sensitivity had an impact on effects of group social skills training. Children from elementary school (5th and 6th graders, N=342) and middle school (7th, 8th, and 9th graders, N=565) were assigned to either a standard group social skills training condition or a group social skills training plus attention training condition. The pupils in each condition were then subdivided into 2 groups based on their reward sensitivity. The results from those children who were unable to acquire social entry skills after receiving group social skills training aimed at a specific target skill were excluded from subsequent analysis. The results for the remaining children showed that the acquired target skill was maintained at a 1-month follow-up, and that stimulus generalization was promoted in all groups. The results from the measure of response generalization showed that prosocial behavior increased only in the groups (at both school-grade levels) getting group social skills training plus attention training, whereas aggressive behavior decreased in all the groups of elementary school children. These results suggest that response generalization is only very slightly promoted depending on the type of social skill, but that it may also occur if group social skills training is provided together with attention training.</p>

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