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Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction

an associate professor and chair in the Department of Special Education at the University of Hawaii at Manoa.

Susan Bruhl, MEd

teaches resource and inclusion classes at College Station Junior High in College Station, Texas.

Loretta A. Serna, PhD

an associate professor and co-coordinator of the College of Education/Special Education program at the University of New Mexico.

We compared three procedures for teaching social skills with intermediate-age students with disabilities who also participated in cooperative learning groups. The first group received teacher-directed instruction of three socially validated skills: listening, problem solving, and negotiating. The second group received instruction of the same three skills but using a structured natural approach suggested in the cooperative learning literature (Kagan, 1992). The third group generated, defined, and discussed cooperative group rules, including the three skills taught in the other groups. Students in the teacher-directed instruction group Improved their skill performance during role-play situations on all three skills. Students In the structured natural approach achieved minimal gains during role-play situations. Students In the third group did not Improve their performance during role-play situations on any of the three skills.

Remedial and Special Education, Vol. 19, No. 3, 160-172 (1998)
DOI: 10.1177/074193259801900304


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