metadata only access
Adolescents with emotional and behavioural disabilities can be some of the most difficult students to maintain in an inclusive classroom setting. Social skills instruction has become an accepted evidence-based practice for these students, but many times students are unmotivated to participate in this instruction. Adding a student-generated multimedia component to this instruction shows promise in increasing student motivation, engagement, and generalization. This book details a successful study undertaken to compare teacher-led and multimedia student-generated social skills instruction on the perceived social behaviors of the students.