Bibliographies of Camp-related Research
Social Skills Intervention in a Residential Summer Camp Setting for Children with Learning Disabilities
O'Halloran, Paul David
Dissertation. Fordham University 1996
Examine behavioral effect of teaching specific social skills in a residential camp environment to learning disabled children.
94 campers (39 male, 55 female), ages 8-20, attending a 7-week, residential, coed camp for children with learning disabilities.
Pre-, post-test, experimental and control groups with low self-concept and high self-concept subjects in each determined by pre-test scores. Piers-Harris Children's Self-Concept Scale, Social Skills Rating System (SSRS), Social Information Processing Skills Assessment (SIPSA), children's audio journal recordings, observer checklist.
- Overall, no significant differences on teacher-observed or student-perceived social skills, or social information processing skills in experimental groups.
- Significant positive increase in social information processing skills and awareness of appropriate social behavior in high self-concept experimental group.
- No significant differences in low self-concept experimental group.
- Significant positive change in teacher-observed social skills for low self-concept control group.
- No significant differences in teacher-observed or student-perceived social skills, or social information processing skills in low self-concept experimental groups.
- High self-concept group scored higher than low self-concept group on social information processing skills.