Utilization of Superheroes Social Skills to Reduce Disruptive and Aggressive Behavior

Abstract

The current pilot study investigated the effectiveness of the Superheroes Social Skills program in decreasing disruptive and aggressive behavior of elementary-age students with high-incidence disabilities. Six students in a self-contained classroom, identified as displaying high rates of disruptive and aggressive behavior toward peers, were included in the study. Social skills training was presented over 10 lessons that targeted instructional control and turn taking skills. Results indicate immediate improvements in disruptive and aggressive behavior. Additionally, follow-up observations revealed maintenance of intervention effects. Sociometric data were collected, with all participants increasing in social network salience. Although use of an ABC design resulted in limited experimental control, preliminary results indicate that the Superheroes Social Skills program may be useful for addressing disruptive and aggressive behaviors.

Keywords:

• aggressive behavior
• disruptive behavior
• high-incidence disabilities
• self-contained
• social skills

Conflict of Interest Disclosure

Keith C. Radley is a co-author of the Superheroes Social Skills program. The Superheroes Social Skills program was developed for the Utah State Office of Education as part of his doctoral training and is distributed to educators in Utah free of cost. He does not benefit financially from the commercial sale of the program, nor was the current study funded by the commercial publisher.

Additional information

Notes on contributors

Roderick D. O’Handley

Roderick D. O’Handley is a school psychology graduate student at the University of Southern Mississippi. His research interests include compliance training, praise-based interventions, social skills training, and school- and clinic-based consultation.

Keith C. Radley

Keith C. Radley is an assistant professor at the University of Southern Mississippi. His research interests include interventions for children with autism spectrum disorders, social skills training, and applied behavior analysis within school settings.

Hannah J. Cavell

Hannah J. Cavell is a school psychology graduate student at the University of Southern Mississippi. Her research interests include compliance training and school-based behavioral and academic interventions.