SOCIALIZATION AMONG THE SECONDARY LEVEL STUDENTS

SOCIALIZATION AMONG THE SECONDARY LEVEL STUDENTS

Theme: Children’s Socio Emotional development

Sub-theme: (Socialization)

Topic: SOCIALIZATION AMONG THE SECONDARY LEVEL STUDENTS

1.Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom / institution.

(Give the background and rationale of the study)

Reason behind the selection of the topic: This action research was designed to enhancing students’ scalarization through developing social skills.Although, well managed school provide an environment in which teacher for students to increase the level of Socialization”. “Many research studies have resulted that a conducive classroom environment promotes students ‘Socialization through developing social skills”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students in building social development”. “The purpose of education is to provide a safe and friendly environment in order for learning”.  “Therefore, teachers should know how to use and apply strategies that will allow and also help students to improve student performance as well as increase social development.”.

The following reasons behind lack of student social development which was observed in the school. This research identifies the solution of these.

1.Focus Just on Books Reading:

Some school teachers just focus on books reading. They do not involve the students in any other physical task like Teacher collaboration which can be helpful for building confidence and social development in students.

2.Poor Mental Health:

Poor mental health is also associated with rapid social change, stressful work conditions, gender discrimination, social exclusion, unhealthy lifestyle, physical ill-health and human rights violations. There are specific psychological and personality factors that make people vulnerable to mental health problems.

 3.Emotional Immaturity:

Emotional immaturity as a condition where a person hasn’t given up the desires or fantasies of their childhoods. These desires and fantasies have to do with them being the center of the universe. They can also even involve “bending” reality to be what they want.

4.Irresponsibility:

Irresponsible is not capable of handling assignments or taking responsibility. An example of an irresponsible person is someone who constantly forgets to do her assignments.

5.Poor Home Environment:

Home environment is usually a place in which an individual or a family can rest and be able to store social development. But if home environment not motivated like parents quarrels with on another all the time, then this thing has most negative impact on the mind of students.

6.Lack of Interest in School Activities:

Lack of interest can be caused by difficultly concentrating, family problems, emotional difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you still have to do your best and try to get them to learn at least the basics of any subject.

7.Resistance to School Rules and Regulations:

Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. But some students not follow this. These things lead to decrease in social development of students.

I have selected the above topic because now a day it is a common problem of all. Students have lack of social development during the period. Students do not focus on social development on the base of following above reasons. I selected the above topic so this research identifies the solution of this problem.

2.What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem.

(Provide your discussion with your colleague or supervisor for better understanding of the problem and alternate solutions).

Social development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Social development is a person’s belief in his or her ability to succeed in a particular situation.

When I discuss the whole matter development of socialization in children through developing social skills with my other colleagues and senior teachers it was argued that social development and encouragement should be a major area of concern to teachers and students. This is the concern of this chapter which tends to summarize what is essential to be known about the social development building process as it relates to Teacher collaboration, rewarding system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the Teacher collaboration and encouragement are possessing self-efficacy. Because collaboration and social development are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the Development of Social development that lead to good behavior and performance of students.

A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build social development in students through Teacher collaboration. Appreciation ultimately enhances good behavior and personality like praise, reward offering. But punishment cannot apply for all students. Punishment put negative impact on some students like punished the students. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students, constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities, recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline,  effective and productive employment of time, human and material resources in order to prevent students’ undesired behavior.

Social development is a response, which an individual show to his environment at different times. Social development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. Social development can be regarded as any action of an organism that changes its relationship to its environment. Social development provides outputs from the organism to the environment. The meaning of social development is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation. The main purpose of this study is to enhance socialization through developing social skills among students.

3.What did you find about the problem in the existing literature (books / articles/websites)?

(Explore books and online resources to know what and how has been already done regarding this problem).

individuals who receive a diagnosis of a type of autism spectrum disorders constitute a heterogeneous group and there may be more differences than there are similarities between those affected. One of the few common features is a pervasive deficit in socialization. For this reason, social skills training is an important component of treatment for children with autism (Hays, 1996; Kamps, Barbetta, Leonard, &Daiquiri, 1994; Matson, Strabinsky, & Sevin, 1991; Wing, 1997). Research has shown that the development of social skills is related to positive long-term adjustment for all people (Ozonoff & Miller, 1995). Lack of social skills inhibits the development of interpersonal relationships, including positive relationships with peers. However, social skills will not develop without exposure to relevant social agents (Strain, Odom, & McConnell, 1984). Therefore, it is necessary for students with autism to have some exposure to typical peers in order to foster the learning of appropriate social skills. Some of this exposure occurs in full-inclusion settings (Mesibov & Shea, 1996; Wagner, 1998). Other exposure may occur through selective inclusion (Simpson, 1995) or reverse mainstreaming (Simpson & Regan, 1988). In creating an individually tailored program for the student with autism, all service options must be evaluated with the intent to select the least restrictive environment for the student. Services should allow each student with autism to be with typical peers to the greatest extent that is appropriate for that individual student [Individuals with Disabilities Education Act (IDEA), 1997].

Although students with autism need to be exposed to typical peers in order to develop appropriate social behaviors, simply placing typical peers and children with autism together may not be enough to provide the necessary acquisition of those skills (Gresham, 1984). Students with autism may initially have difficulty imitating appropriate social behaviors. Therefore, they may first need to be taught how to imitate before they can be expected to imitate typical peers. Systematic instruction can be used to teach imitation (Maurice, 1996). Additionally, direct instruction may be useful for teaching specific social skills, since individuals with autism do not tend to acquire skills through incidental learning (Stainback & Stainback, 1987). Also, social isolation may be a part of the disorder for some students with autism (Matson et al., 1991). These students will likely remain isolated even in close proximity to peers who are typical. Social agents may need to be taught to elicit social behaviors from the student with autism. Given that students with autism need assistance in learning how to imitate, model, and remain socially available, strategies are necessary to allow them to benefit from an inclusive environment.

Strategies for promoting social interaction are divided into two broad categories with multiple variations. Those two categories are adult-mediated approaches and peer-mediated approaches. In adult-mediated approaches, an adult interacts with the child with autism in ways designed to increase skills that are useful for peer interaction (McGinnis & Goldstein, 1990). This includes prompting, reinforcing, or eliciting appropriate social behavior, and has been criticized for eliciting stilted exchanges (Strain et al., 1984). In peer-mediated approaches, normally developing peers are selected and trained to facilitate improved social interaction of children with autism (Hundert & Houghton, 1992). One of the most common peer mediated strategies is peer tutoring (Shafer, Egel, & Neef, 1984). Peer tutoring, defined as a system in which learners help each other learn by teaching each other (Barron & Foot, 1991), is a useful educational tool in assisting students with autism acquire more appropriate skills and behaviors (Strain, Kerr, & Ragland, 1979). Although peer tutoring is effective, there has been little research done in the area of training tutors (Barron & Foot, 1991). The research that has been conducted in the area of training tutors tends to be with students who are older than 5 years of age. This is probably because older students are developmentally more capable of implementing more structured training procedures. However, early intervention is critical for students with autism (Roeyers, 1996). Therefore, it seems necessary for some type of training or preparation to be given to younger peers without disabilities in order to facilitate the learning of young children with autism.

The small amount of research that has been done with younger students suggests three different types of peer involvement. The first is the proximity approach (Odom & Strain, 1984; Roeyers, 1996). This is what is typically seen in classrooms. In this approach, students with disabilities are placed in typical settings in order to learn by watching and interacting with their nondisabled peers. There is no actual training given to the peers. The intervention is dependent upon the natural transmission of social skills from the more socially competent peer to the student with autism (Roeyers, 1996). The second approach consists of operant training in which the peers are taught to prompt a response from the student with autism and then to reinforce the desired behavior (Odom & Strain, 1984; Roeyers, 1996). The third approach is a peer-initiated procedure in which the peer tutors are instructed and trained to make social initiations to the target students (Odom, Hoyson, Jamieson, & Strain, 1985). Results suggest that all three approaches produce positive changes in the social behaviors of children with autism (Odom & Strain, 1984; Roeyers, 1996; Strain et al., 1979). Research indicates that the second and third approaches are typically more effective in teaching specific skills to the student with autism (Roeyers, 1996). However, the first approach produces better generalization of skills across peers (Odom & Strain, 1984; Roeyers, 1996). This is probably because the first approach does not specify tutors from whom the student with autism learns. Yet, it also does not specify specific goals or social skills for the tutors to facilitate in the child with autism. The second and third approaches work toward specific goals. However, there are a small number of tutors who work with the child. Therefore, it is plausible that more tutors would be necessary for the student with autism to be able to generalize social skills across a larger number of tutors. In addition, training peers to demonstrate preestablished social behavior is more efficient than teaching them to employ operant strategies with children who have disabilities (Goldstein, Kaczmarek, Pennington, & Shafer, 1992).

To conclude, students with autism have deficits in social skills. Peer tutoring has been shown to produce positive effects in teaching more appropriate social skills to students with autism. However, the type of peer tutoring and the type of training necessary for the tutors have not been thoroughly researched, especially with children who are kindergarten age or younger. It is predicted that training peers (Odom et al., 1985) rather than simply placing students with autism in close proximity to peers will facilitate increased demonstration of social skills in the students with autism (Odom & Strain, 1984; Roeyers, 1996). It is also predicted that training an entire class of peers, including those with autism, will assist in the generalization of social skills (Strain et al., 1984) and incorporate a contextual approach in naturalistic settings (Gresham, 1998). The purpose of this study is to determine if a peer-initiated procedure that is taught to all peers in a kindergarten class will yield more or less effective results than a proximity approach to peer involvement. It is expected that the training of an entire class, including those students with autism, will increase the generalization of social skills across tutors.

Although inclusion is heralded as sufficient for enhanced learning and socialization by some (cf. Wang & Walberg, 1988), others would contradict this assumption (cf. Kauffman & Hallahan, 1995). An immersion approach to learning skills (Psotka, 1995) works only if individuals are able to observe, interpret, and imitate behavior of competent others. Students with autism who are placed in settings with typically developing peers may not observe relevant features of interchanges, make accurate interpretations, or imitate social behavior (Attwood, 1998). This study clearly demonstrates that, for the two participants with autism, the peer buddy approach resulted in higher percentages of positive social interactions than did the placement of the participants in close proximity to their typical peers. These outcomes suggest that specific training and supportive structure results in higher percentages of age-appropriate social interactions between children with autism and their typical peers.

The training employed in this study consisted of teaching all the members of a class (including the student with autism) to apply social skills that they were already capable of demonstrating (i.e., stay close, play with, and talk to), a concept developed by English et al. (1996) but not applied specifically to children with autism until this study. Training all students, rather than focusing on peers without disabilities or the student with the disability, has been suggested to result in better long-term effects (Strain et al., 1984). Training all students also keeps from singling out a child with a disability. This is especially important when considering one’s rights to confidentiality. Additionally, this study extends the current knowledge base by extending the training to all members of a classroom, rather than a small number of peers (Mundschenk & Sasso, 1995; Peck, Sasso, & Jolivette, 1997). Training all peers, including the children with disabilities, enhances the likelihood that the child with autism will have more opportunities to engage in generalized practice of the social behaviors (Gresham, 1998). Using all peers in a classroom as possible social partners did, however, occasion greater variability of skill demonstration from the children with autism. Some of the peers were more conversational and social themselves, eliciting similar behaviors from the children with autism. A few of the peers were withdrawn and less conversational, supporting fewer social exchanges from the children with autism. Rather than being viewed as a limitation or detriment, the variability of peer behavior was perceived by the authors to be more representative of the normal distribution of social behavior and therefore afforded more naturalistic interactions. Gresham (1998, p. 23) recommended the use of “naturally occurring behavioral incidents” for facilitating social skills training. The students with autism were able to generalize their skills across diverse individuals and, in opposition to traditional peer tutoring programs, a select student (or small group of students) was not overburdened by being the only one(s) to interact with the child with autism. As reported by the teachers, the study had the additional effect of enhancing the social skills of young children without disabilities.

The social behaviors targeted for enhancement for this study were not specifically identified in the IEPs of the children with autism. Their IEPs listed enhanced socialization as a general goal, but did not subsequently list, as objectives, the behaviors selected as dependent variables for the study. The use of a focus group of direct and indirect consumers (Schwartz & Baer, 1991) who selected socially significant outcomes and socially acceptable procedures (Lentz et al., 1996), supported the social validity of the study although the target behaviors did not originate in the children’s IEPs. Gresham (1998) recommended that social skills interventions be matched to specific deficits. For example, many individuals with autism lack skills in social initiation and interventions may need to focus on remediating this deficit. However, the circuitous nature of social interactions (Sasso, 1987) may be best addressed through an emphasis on social validity rather than isolated social deficits. Future research needs to explore the utility of the peer buddy approach for targeting specific skills.

The “stay, play, and talk” procedure articulated by English et al. (1996) utilizes skills that are already within the behavioral repertoires of most kindergarten children. The use of preexisting social skills has been suggested to be superior to training peers in the demonstration of novel strategies (Goldstein et al., 1992). The children in this study were all able to understand the concepts of “stay, play, and talk.” The children also understood the expectations during buddy time, and did not need for a teacher to prompt interactions. The activities available during buddy times were age-appropriate and engaging, considerations that facilitated social interactions (Peck et al., 1997). The use of peers to occasion social behaviors is a more naturalistic approach (Mudschenk & Sasso, 1995) and allowed for slight variations in social interchanges for a more loosely trained interaction (Stokes & Baer, 1977).

The structure of assigning peer buddies in a systematic fashion that was graphically depicted (use of chart) enhanced the students’ understanding of who their “buddy was” and what was expected. The use of a visual system helped clarify the expectations for the children with autism (Quill, 1995). The systematic assignment of tutors allowed each member of the class to eventually be paired with the target student. The systematic system employed in the implementation of the intervention emphasized a contextualized approach to social behavior (Haring, 1992), heightening the opportunities for the students with autism to demonstrate enhanced performance and fluency of social behaviors (Gresham, 1998).

There are several issues that must be addressed in the interpretation of the results of the study. The first is the small number of students with autism involved. These two students were selected because their IEP teams had determined that full inclusion in regular kindergartens was appropriate and because the first author was responsible for providing support to the professionals and paraprofessionals in the setting. Second, both students were verbal and considered to be functioning on the higher end of the autism disorders spectrum. Third, it could be argued that the observer’s collection of data might have been biased due to their knowledge of the purpose of the study. However, possible bias was controlled through reliability checks and minimized by recording clearly operationalized behaviors. Fourth, due to student absences and schoolwide assemblies, Pat was available for fewer sessions during the return to baseline and reinstatement of treatment phases. This study should be replicated with ad ditional children and with children who display varying severities along the autism continuum and who are of different ages. Additional research needs to be done to see if a program such as this one can help students with autism improve in social areas other than the four skills measured in this study and generalize these improvements across settings and activities.

Even with the limitations and recommendations for further research, the outcomes of the study demonstrate that advocates for students with autism need to carefully consider how to support the potential benefits from placement in inclusive settings. The use of a “shadow” or adult assistant in inclusive settings has been criticized for inhibiting social interactions and resulting in prompt dependency in children with autism (Giangreco, Edelman, Luiselli, & MacFarland, 1997). Social interactions, occurring between children with autism and their peers, may be best supported when all are trained in prosocial exchanges and provided the necessary structure to promote success.

4.What were the major variables / construct of your project? Give definitions / description from literature?

(What are the key terms in your topic or study? What do you mean of these terms? What particular meaning you will attach to the term when used in this project).

Variables of the study:

Total three variables included in this research. Two were independent variables and one was dependent variable. Social skills and encouragement used as independent variables and student’s socialization used as dependent variable.

1. Social skills:

Social skills are the skills we use every day to interact and communicate with others. They include verbal and non-verbal communication, such as speech, gesture, facial expression and body language.

2.Students Encouragement:

Tangible forms of encouragement give students a visual reminder that they have the power to learn and succeed. They are especially effective when used sparingly or in moderation after students achieve learning milestones in the classroom

• Give Positive Feedback. …
• Set Realistic Expectations and Celebrate When They Are Met. …
• Let Your Own Excitement Come Through. …
• Vary Your Teaching Methods. …
• Facilitate Don’t Dominate. …
• Make Topics Practical. …
• Show StudentsTheir Own Successes. …
• Get Out of the Book.

 3.Socialization:

Socialization generally refers to the process of social influence through which a person acquires the culture or subculture of their group, and in the course of acquiring these cultural elements the individual’s self and personality are shaped.

5.what did you want to achieve in this research project?

(Objective/ purpose of the study; what was the critical question that was tried to be answered in this project).

• Research Objectives

Purpose of the study enhancing students’ socialization through developing social skills So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, following objectives are designed:

Objectives of the Study

Following was the main objective of the study.

1. To explore the relationship between social skills and student’s socialization at High level.
2. To explore the relationship between student encouragement and socializationat High level.
3. To find out the reasons behind the lack of socialization of students.
4. To give suggestion for the improvement of the situation.

Research Questions of the study

• What is the relationship between social skills and student’s socialization at High level.?
• What is the relationship between student encouragement and socialization at High level?
• What are the reasons behind the lack of socialization of students.?

RQ4. What are the suggestions for the improvement of the situation?

6.Who were the participants in your project?

(Give details of the individuals or groups who were focused in this project e.g., the early grade students whose handwriting in Urdu was not good or the students of class 8 who did not have good communication skills).

Population

The population of the study comprised girls studying at­­­­­­­­­­­­­­­­­­­ The Green Wood School of Pakistan.

Sample

A total of “40” students were taken as a sample of the study. Sialkot City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 40 respondents including female students. This sample provide appropriate knowledge regarding all the students of the school they studying in the school.

7.How did you try to solve the problem?

(Narrate the process stepwise. Procedure of intervention and date collection)

Research Methodology

All research methods and techniques that will be used in this study are given below.

Research Method:

Research method may describe into three forms: Quantitative Method, Qualitative method and Mixed Method. In the study, quantitative research method was used, because data was collected by using questionnaire in the light of students’ and teachers’ perception.

Research Design:

It is descriptive and survey research about “Socialization among the secondary level students”.

Population:

A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of public school of Pakistan. The data was collected from student’s public schools by filling up the questionnaire.

Sampling Technique

Convenient sampling technique was used in this study.

 Sample

In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 40 students were selected from The Green Wood school.

 Data collection procedure

Data was collected by through questionnaires. One questionnaire was filled by one student according to his point of view. In this way 40 questionnaire filled by 40 respondents. On the base of this data know the opinion of students, find out the problems of students, and provided solution to sort out these problems. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

Data Analysis

Data collection measure means the tool through which the data can be collected”. There are different sources of data collection like scales, proxies, and questions. In this study the researcher used appropriate research tools and software to analysis of data, like; SPSS 18 software analysis in which descriptive analysis was used to find out the frequency, percentage, means and minimum/maximum values etc.

8.What kind of instrument was used to collect the data? How was the instrument developed?

(For example, observation, Questionnaire, rating scale, interview, student work, portfolio, test etc.)

Instruments:

The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

1-Closed Ended Questionnaire for students about social skills and its impact on student’s social development.

2-Close Ended Questionnaire for students about socialization of students.

3-Questionnaire for students’ suggestions for effective encouragement in the classroom.

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study. All the information that containing in these questions ultimately helpful for developing socialization in students.

1. All students are motivated to perform well in Teacher collaboration?
2. Different techniques used to increase the social development of students?
3. Rewards encourage the student to perform well and promote socialization?
4. Are the students being socialing by developing social skills?
5. Parent teacher meeting helpful for the development of socialization skills in students.
6. Teacher socialization improve the social development of students?
7. Are the students happy after participating well through social skills?
8. Encouragement of the students develop social development?
9. Does the misbehavior of students is change through social skills?
10. Teacher meet with parents to improve social development of the students?

Instruments, participants and procedures of quantitative data collection are presented in the following sections.

Data analysis

After the collection of the data, it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

9.What were the findings and conclusion?

Findings:

1. Overall majority (98%) of the respondents agreed that Are students are motivated to perform well in Teacher collaboration.
2. Overall majority (92%) of the respondents agreed that Different techniques used to increase the social development of students.
3. Overall majority (98%) of the respondents agreed that Rewards encourage the student to perform well and promote socialization.
4. Overall majority (97%) of the respondents agreed that Are the students being socialing by developing social skills.
5. Overall majority (95%) of the respondents agreed that Parent teacher meeting helpful for the development of socialization skills in students.
6. Overall majority (96%) of the respondents agreed that Teacher socialization improve the social development of students.
7. Overall majority (98%) of the respondents agreed that Are the students happy after participating well through social skills.
8. Overall majority (99%) of the respondents agreed that Encouragement of the students develop social development.
9. Overall majority (92%) of the respondents agreed that does the misbehavior of students is change through social skills.
10. Overall majority (95%) of the respondents agreed that Teacher meet with parents to improve social development of the students.

Conclusions

The researcher in this study, from the findings concluded by analysis the following conclusion:

Social skills are the most powerful tool of student’s socialization. Encouragement to increase a response not only works better, but allows both parties to focus on the positive aspects of the situation. Punishment, when applied immediately following the negative behavior can be effective, but problems may result when it is not applied consistently. Punishment can also invoke other negative emotional responses, such as anger and resentment.

Teacher-student relationships are crucial for the success of both teachers and students. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.

Teaching is the activity of teachers for the purposes of education. So, it is the duty of teachers to knowledge the students as well as to develop social development in them through Teacher parent collaboration. Teaching is an arrangement and manipulation of a situation in which building students ‘socialization.

That good classroom management strategies show that reward system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and socialization in  High school students According to the perceptions of  High school students (in open-ended question), majority of the respondents ( High school students) agreed that students ‘Teacher parent collaboration have a stronger effect on developing social development, punctuality, student’s confidence policies, leadership skill, teamwork, character development and adaptability.

10.Summary of the Project

University recommended me some developing basic skills in which theme and sub theme. My topic that I choose SOCIALIZATION AMONG THE SECONDARY LEVEL STUDENTS.I choose this topic because I have to face problem about social development in the school. Because students feel shy when they have to perform in front of others. It is difficult to create socialdevelopment in the students during teaching.

The sample comprised a total of 40 students drawn from the green wood school of district Sialkot. They were selected by simple random sampling technique.

This study investigated student’s enhance socialization through developing social skills among grade 9th students.It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.

Questionnaire Instrument used for students for data collection. Research design was descriptive. The result was finding that parent teacher collaboration and encouragement develops social development in students regarding study. Teachers’ behavior and teaching method also impact on students ‘behavior.

11.How do you feel about this practice? What have you learnt?

The aim of this study was to investigate of SOCIALIZATION AMONG THE SECONDARY LEVEL STUDENTS.  My research in rural area basic skills. My project participants were the students of the green wood school. In rural areas mostly people not socialized.

Classroom positive reinforcement atmosphere is very important element in study because it helps in the learning of students. So, I used different technique for creating motivational atmosphere in the class to participate in Teacher parent collaboration to develop socialization. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural area’s teacher create motivational atmosphere in the class through parent teacher meetings then students have no problem of socialization. Students’ response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s socialization and personality during the study. Finally, I feel satisfied.

12.What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

• It made me good organizer.
• It made me ready for everything that is throw their way.
• It enabled me how to create motivational atmosphere in the classroom to develop socialization.
• It built confidence in me that how to deal with rural areas students for improving social development through social skills.
• Before these activities I was not a good organizer.it made me innovative.
• I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
• I capable to find out new things.
• It made me good effective teacher and mentor.
• It made me good role model.
• It made me confident. Teacher discipline can help influence other to be a better person.
• It made me capable to understand how to create classroom atmosphere according to student’s psyche to develop social development and personality at High level.
• It tells me how negative punishing atmosphere effect on student’s personality level and communication.

Q.13 List the works you cited in your project.

REFERENCES

Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Upper Saddle River, NJ: Merrill.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed). Washington, DC: Author.

Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. Great Britain: Athenaeum.

Barron, A. M., & Foot, H. (1991). Peer tutoring and tutor training. Educational Research, 33, 174–185.

Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.

Brotherson, M. J., & Goldstein, B. L. (1992). Quality design of focus groups in early childhood special education research. Journal of Early Intervention, 16, 334–342.

English, K., Goldstein, H., Kaczmarek, L., & Shafer, K. (1996). “Buddy skills” for preschoolers. Teaching Exceptional Children, 28 (3), 62–66.

English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills training program. Exceptional Children, 63, 229–243.

Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & MacFarland, S. Z. C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7–18.

Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289–305.

Gresham, F. M. (1984). Social skills and self-efficacy for exceptional children. Exceptional Children, 51, 253–261.

Gresham, F. M. (1998). Social skills training: Should we raze, remodel, or rebuild? Behavioral Disorders, 24, 19–25.

Gresham, F. M., & Lopez, M. F. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly, 11, 204–227.

Haring, N. (1992). The context of social competence: Relations, relationships, and generalization. In S. Odom, S. McConnell, & M. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 307–320). Baltimore: Brookes.

Hawkins, R. P. (1991). Is social validity what we are interested in? Argument for a functional approach. Journal of Applied Behavior Analysis, 24, 205–213.

Hays, M. F. (1996). Working together for a brighter future: Unique approaches for educating high functioning students with autism. Arlington, TX: Future Horizons.

Hundert, J., & Haughton, A. (1992). Promoting social interaction of children with disabilities in integrated preschools: A failure to generalize. Exceptional Children, 58, 311–320.

Individuals with Disabilities Education Act Amendments of 1997,

Public Law 105–17, 20 U.S.C. Chapter 33, Section 1415 et seq. (EDLAW, 1997). Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49–61.

\Kauffman, J. M., & Hallahan, D. P. (Eds.). (1995). The illusion of full inclusion: A comprehensive critique of a current special education bandwagon. Austin, TX: Pro-Ed.

Lentz, Jr., F. E., Allen, S. J., & Ehrhardt, K. E. (1996). The conceptual elements for strong interventions in school settings. School Psychology Quarterly, 11, 118–136.

Matson, J. L., Stabinsky, C., & Sevin, J. A. (1991). Comparison and item analysis of the MESSY for autistic and normal children. Research in Developmental Disabilities, 12, 361–369.

Maurice, C. (Ed.). (1996). Behavioral interventions for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.

McGinnis, E., & Goldstein, A. P. (1990). Skillstreaming in early childhood: Teaching prosocial skills to the preschool and kindergarten child. Champaign, IL: Research Press.

Mesibov, G. B., & Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26, 337–346.

Mundschenk, N. A., & Sasso, G. M. (1995). Assessing sufficient social exemplars for students with autism. Behavioral Disorders, 21, 62–78.

Odom, S. L., Hoyson, M., Jamieson, B. & Strain, P. S. (1985). Increasing handicapped preschoolers peer social interactions: Cross setting and component analysis. Journal of Applied Behavior Analysis, 18, 3–16.

Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54, 544–557.

Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 415–433.

Peck, J., Sasso, G. M., & Jolivette, K. (1997). Use of the structural analysis hypothesis testing model to improve social interactions via peer-mediated intervention. Focus on Autism and Other Developmental Disabilities, 12, 219–230.

Psotka, J. (1995). Immersive training systems: Virtual reality and education and training. Instructional Science, 23, 405–431.

Quill, K. A. (1995). Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar. Roeyers, H. (1996).

The influence of nonhandicapped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26, 303–320.

Sasso, G. M. (1987). Social interactions: Issues and procedures. Focus on Autistic Behavior, 2(4), 1–7. Sasso, G. M., Melloy, K. J., & Kavale, K. A. (1990).

Generalization, maintenance, and behavioral covariation associated with social skills training through structured learning. Behavioral Disorders, 16, 9–22.

Schopler, E., Reichler, R. J., & Renner, B. R. (1986). Childhood Autism Rating Scale (CARS). Los Angeles: Western Psychological Services. Schwartz, I. S., & Baer, D. M. (1991).

Social validity assessments: Is current practice state of the art? Journal of Applied Behavior Analysis, 24, 189–204.

Shafer, M. S., Egel, A. L., & Neef, N. A. (1984). Training mildly handicapped peers to facilitate changes in the social interaction skills of autistic children. Journal of Applied Behavior Analysis, 17, 461–476.

Simpson, R. L. (1995). Children and youth with autism in an age of reform: A perspective on current issues. Behavioral Disorders, 21, 7–20.

Simpson, R. L., & Regan, M. (1988). Management of autistic behavior. Austin, TX: Pro-Ed. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1985).

Vineland Adaptive Behavior Scales: Classroom edition. Circle Pines, MN: American Guidance Service. Stokes, T., & Baer, D. (1977).

An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367. Stainback, W., & Stainback, S. (1987).

Facilitating friendships. Education and Training in Mental Retardation, 22, 18–25. Strain. P. S., Kerr, M. M., & Ragland, E. U. (1979).

Effects of peermediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children. Journal of Autism and Developmental Disorders, 9, 41–54.

Strain, P. S., Odom, S. L., & McConnell, S. (1984). Promoting social reciprocity of exceptional children: Identification, target behavior selection and intervention. Remedial and Special Education, 5 (1), 21–28.

Wagner, S. (1998). Inclusive programming for elementary students with autism. (Available from the Emory Autism Resource Center, 718 Gatewood Road, Atlanta GA 30322) Wang, M. C., & Walberg, H. J. (1988). Four fallacies of segregationism. Exceptional Children, 55, 128–137.

Wing, L. (1997). Syndromes of autism and atypical development. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed.).

New York: Wiley. Wolf, M. M. (1978). Social Validity: The case for subjective measurement, or how behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.