High Abilities/Giftedness: Social Skills Intervention with Students, Parents/Guardians and Teachers

DE OLIVEIRA, Ana Paula; CAPELLINI, Vera Lucia Messias Fialho; RODRIGUES, Olga Maria Piazentin Rolim

doi:10.1590/s1413-65382620000100008

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Research Report • Rev. bras. educ. espec. 26 (1) • Jan-Mar 2020 • https://doi.org/10.1590/s1413-65382620000100008 copy

High Abilities/Giftedness: Social Skills Intervention with Students, Parents/Guardians and Teachers² 2 This paper presents part of the results of the first author’s Master’s thesis, entitled Habilidades Sociais e Problemas de Comportamento de estudantes com Altas Habilidades/Superdotação: caracterização, aplicação e avaliação de um programa de intervenção (Social Skills and Behavior Problems of Students with High abilities/ giftedness: characterization, application and evaluation of an intervention program), with the collaboration of the other authors. The study was funded by the São Paulo Research Foundation (Fundação de Amparo à Pesquisa do Estado de São Paulo - FAPESP).

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

The aim of this study was to describe and compare the social skills, behavioral problems, and academic competence of students with High Abilities/Giftedness (HA/G): 1) according to their own account, before and after a program on social skills; and 2) according to the report of their parents/guardians and teachers, before and after guidance on HA/G and social skills. The participants were nine children from a public school, nine parents/guardians and eight teachers. The participants answered the Social Skills Rating System Questionnaire (SSRS) version for parents, teachers and students. The intervention with the students occurred in eight weekly meetings and the parents/guardians and teachers, in three fortnightly meetings. The results showed that the students’ social repertoire improved from their point of view, and their teachers and parents, probably due to the intervention procedure used, involving more than one segment.

KEYWORDS:
Student with High Abilities; Giftedness; Social skills; Special Education

Sessions and topics	Goals	Procedures and dynamics
1 - Socialization	Teach and train greeting skills; talk, ask and answer questions; introduce oneself; Reflect on differences, own characteristics and similarities, and the need to respect each other.	Make posters with rules; Dynamics: "My name is"; "Fish in the aquarium"; "Guardian Angel" and "Task Box - Role Playing".
2 - Communication	Introduce the different types of communication and train communicating with classmates, expose oneself and speak in public, take the floor, make requests and listen.	Dynamics: "Telephone"; "Circle of conversation"; "What we do to one another"; "Completing the story" and "Autographs".
3 & 4 - Expression of feelings	Discriminate and express feelings; Express affection and frustration appropriately and praise.	Dynamics: "Image and action with emotion cards"; "Hot Potato of Emotions"; "Secret friend"; "Expression by drawing"; "Role play" and "Indicate characteristics".
5 & 6 - Self-advocacy	Know how to defend oneself from violent children, express rights, desires, preferences and needs appropriately.	Read 1^st Article of the Brazilian Federal Constitution; Make informative poster about bullying and present in school rooms. Dynamics: "Human Rights Hot Potato"; "Magic words"; and "What are you like to me".
7 - Self-advocacy and assertiveness	Present the differences in behaviors: aggressive, assertive and passive. Train the skills of giving help, express opinion, working in groups, receive and criticize.	Present differences in aggressive, assertive and passive behaviors. Dynamics: "Innocent or guilty"; "Give and receive criticism".
8 - Collaboration	Train the skills to offer and help, participate in groups, work in groups and participate in discussion topics, make relevant contributions.	Read the text "Os porcos espinhos" - The porcupines; Video: "The disappearance of all mothers"; Dynamics: "Taking care of the bladder"; "Neither passive nor aggressive: assertive"; "3-Senses Game: Blind, Dumb and Crippled" and "What are you like to me".

Intervention with teachers
Themes of meetings	Procedures
1st Meeting: High Abilities/Giftedness, what are they?	The concept, identification, behaviors of children with HA/G, main characteristics, curiosities, myths and truths, and schooling rights were presented.
2nd Meeting: Social Skills and the importance of the environment - Strategies to develop social skills in students.	The concept and some classes and subclasses of Social Skills were presented. Skills of socialization and expression of feelings were addressed. For each of these skills, two dynamics that could be applied in the classroom with students to promote social skills in students were suggested.
3rd Meeting: Social Skills and the importance of the environment - Strategies to develop social skills in students.	Skills of communication, self-advocacy and collaboration were addressed. For each of these skills, two dynamics that could be applied in the classroom with students to promote social skills in students were suggested.

Intervention with parents and/or guardians
Themes of meetings	Procedures
1st Meeting: High Abilities/Giftedness, what are they?	The concept, behaviors of children with HA/G, main characteristics and curiosities.
2nd Meeting: social skills and the importance of the environment - Strategies to develop social skills in children.	Communication skills were addressed: Start and maintain conversation, ask and answer questions; Expression of positive feelings: praise, give and receive positive feedback, thank, express and listen to opinions.
3rd Meeting: social skills and the importance of the environment - strategies to develop social skills in children.	Skilled behaviors, non-skillful active and non-skillful passive skills were addressed; Negative feedback and negative feeling expression; Make and decline requests; How to deal with criticism; and Set boundaries.

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