CLASSROOM-BASED SOCIAL SKILLS TRAINING - IMPACT ON PEER ACCEPTANCE OFFIRST-GRADE STUDENTS

The effectiveness of regular classroom-based social skills training th at was co-facilitated by the classroom teacher and a school psychologi st was examined in this study. Results indicated significant gains in peer acceptance on the Work With peer rating scale and practical, but marginal, gains on the Play With peer rating scale. Our primary intent ions were to (a) boost the likelihood of social skills training taking place in the regular classroom with the teacher as the provider and ( b) facilitate collaboration between regular education teachers and rel ated school personnel.