Social Skills and Cognition Paper Assignment 1
Social Skills and Cognition Paper Assignment
Brandon Langley
Liberty University
Introduction
Social skills are an important part of learning. They help students communicate, work
with others, and build friendships. Many students with disabilities have trouble gaining these
skills, which can make school and social situations difficult. In inclusive classrooms, teachers
need ways that give all students a chance to practice and improve social skills. Technology-aided
instruction (TAI) is one way to do this. It uses tools like videos, apps, and computer programs to
teach and model social behaviors in a way that is engaging and easy to repeat.
Social Skills and Cognition Paper Assignment 2
Puckett et al. (2017) showed how TAI could be used in special education to help students
take part in classroom activities and interact more with their peers. McConnell et al. (2024)
reviewed many studies on video-based interventions and found that these tools can improve
social skills for autistic children and young people. Chung and Chung (2023) tested an app-based
program that helped students with autism improve social skills, recognize faces, and make
better eye contact. These studies show that TAI can help students in different ways and settings.
This paper will look at how TAI was used in Puckett et al. (2017), review recent findings from
McConnell et al. (2024) and Chung and Chung (2023), and explain how these strategies can be
used to support students in inclusive classrooms.
Implementation of Technology-Aided Instruction in Puckett et al. (2017)
Puckett et al. (2017) studied how technology-aided instruction could help students with
disabilities improve their social skills in an inclusive classroom. The intervention used
computerbased tools to give students clear examples of positive social interactions. These tools
included videos and structured activities that showed how to start a conversation, take turns,
and respond to others. The lessons were designed to be engaging and easy to follow. This helps
students to practice the skills in a safe, supportive setting before using them with classmates.
The teachers in the study worked closely with the students, guiding them through the
activities and giving feedback. The technology was used as part of regular classroom routines,
not as a separate program. This helped students see how the skills applied in real situations.
Puckett et al. (2017) found that students who used technology improved in areas like greeting
others, joining group activities, and maintaining conversations. The study showed that TAI can fit
well into an inclusive classroom and give students more opportunities to practice and
strengthen their social skills.
Social Skills and Cognition Paper Assignment 3
Recent Research on Technology-Aided Instruction for Social Skills
McConnell et al. (2024) had carried out a review of several video-based intervention
studies and had determined how they assist students with autism to learn social skills. They
found that video modeling, video prompting, and self-modeling were most frequently employed
to instruct behavior. These include eye contact, initiating a conversation, and reading social
cues. The review found that video-based interventions were adaptable enough to work on all
ages and degrees of ability and could be implemented across a variety of settings.
Chung and Chung (2023) examined an app-based program aimed at enhancing social skill
development in autistic students. The app had activities that helped the student recognize faces,
eye contact, and react to social acts. Students who used the app developed these skills, and on
this basis, we can confidently state that mobile technology can be employed as a powerful and
engaging method of social skill development. The two studies indicate that disability students
are able to be supported through learning technology. It helps them rehearse and form essential
social behaviors.
Comparative Analysis of Technology-Aided Instruction Studies
The three studies show that technology-aided instruction can help improve social skills,
but they use different methods. Puckett et al. (2017) used classroom-based technology tools
that were part of daily routines. This helped students practice skills in real situations with
support from teachers. McConnell et al. (2024) focused on video-based methods, which can be
repeated as often as needed and adjusted for different learners. Chung and Chung (2023) used a
mobile app, making the training portable and accessible outside of school.
All three methods provided structured, engaging practice for students with disabilities.
The main difference depends on the delivery method of the technology. It was supplied through
classroom activities, videos, or an app. Each study, despite being conducted in different formats,
Social Skills and Cognition Paper Assignment 4
showed improvements in communication, social interaction, and peer response. This means
that TAI can be adapted to different settings and still help students build important social skills.
Conclusions and Implications for Practice
Using technology is a great way to help students with disabilities learn social skills. Some
studies by Puckett et al., McConnell et al., and Chung and Chung generated positive outcomes,
but using contrasting methods. What this shows is that technology can be fitted to meet the
individual needs of students. Technology can be a helpful tool in learning. Whether it's used in
class, on videos, or through apps, it offers easy ways to model and practice social behavior.
Research shows that using technology in education helps students improve their
communication and interaction skills.
These strategies can be used by teachers in many ways. Teacher tools, like the ones used
by Puckett et al. (2017), can easily be mixed into daily lessons so that practice happens naturally.
Video-based interventions, as described by McConnell et al. (2024), can be viewed and learned
from a video-based student presentation. App-based programs, as seen through Chung and
Chung (2023), can be practiced during school, at home, or out in the community. Teachers can
regularly teach social skills when they have the right tools.
Planning and support are required to use technology-aided instruction. Teachers must be
aware that the technology is appropriate to the needs and capacity of pupils. The staff can be in
demand for training, and, as a result, the staff and students can be taught to use the tools
effectively. Improvement must be tracked to ensure the strategies become a success and make
changes where necessary. Properly used, TAI is a helpful tool for students' academic and social
growth.
Social Skills and Cognition Paper Assignment 5
References
Chung, K., & Chung, E. (2023). Randomized controlled pilot study of an app-based intervention
for improving social skills, face perception, and eye gaze among youth with autism
spectrum disorder. Frontiers in Psychiatry, 14, 1126290.
https://doi.org/10.3389/fpsyt.2023.1126290
McConnell, K., Keenan, C., Storey, C., & Thurston, A. (2024). Video based interventions ‐
promoting social behavioural skills for autistic children and young people: An evidence
and gap map. Campbell Systematic Review, 20(2), e1405-n/a.
https://doi.org/10.1002/cl2.1405
Puckett, K., Mathur, S., & Zamora, R. (2017). Implementing an intervention in special education
to promote social skills in an inclusive setting. Journal of International Special Needs
Education., 20(1), 25–36. https://doi.org/10.9782/2159-4341-20.1.25
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