PRE/POST RESULTS AND REFLECTION

GETTING HELP
According to the pre-test data, there were fifty instances of students not getting help appropriately, and
thirty-eight instances of students performing this social skill appropriately. This social skill consists of: the
student raising their hand, waiting for acknowledgement, asking advice/stating a problem/asking a
question, listening, and thanking the person. As a group, we decided that we would focus on the core
elements of the social skill: Raising the hand, waiting to be called upon (acknowledgement), and asking a
question. The post-test data shows that appropriate performance of the skill increased to fifty-seven
instances, and only 17 instances of the students not raising their hand and/or not waiting for
acknowledgement. This data provides proof that students have increased their consciousness of and ability
to appropriately perform this essential social skill in the classroom setting.
FOLLOWING INSTRUCTIONS

According to the pre-test data, there were fifty-eight instances of students not following instructions
appropriately, and fifty-nine instances of students performing this social skill appropriately. This social
skill consists of: acknowledgement, doing the task immediately, and checking back after completing the
task (student acknowledgement). As a group, we decided that we would focus on the core elements of the
social skill: acknowledgement of the directive, retrieving the appropriate materials for the task, and doing
the task immediately. The post-test data shows that appropriate performance of the skill increased to 168
instances, and only eighteen instances of the students unsure of what to do, not having the appropriate
materials, and not doing the task immediately. This data provides proof that students have increased their
consciousness of and ability to appropriately perform this essential social skill in the classroom setting.
STAYING ON TASK
According to the pre-test data, there were fifty-one instances of students not staying on task
appropriately, and twenty-three instances of students performing this social skill appropriately. This social
skill consists of: getting out materials quickly and quietly, beginning of work immediately, if stuck, getting
help (if stuck), working until finished, taking home if not complete (when applicable), and turning in the
product when due. As a group, we decided that we would focus on the core element of the social skill:
working until finished. The post-test data shows that appropriate performance of the skill increased to
sixty-one instances, and only thirteen instances of the students not completing the task and having to be redirected. This data provides proof that students have increased their consciousness of and ability to
appropriately perform this essential social skill in the classroom setting.