DEVELOPING SOCIAL AND EMOTIONAL SKILLS: GROUP INTERVENTION WITH CHILDREN WITH SEN

The main research direction of this study was to improve the social skills of
Student with SEN using a group intervention approach. With low social skills, students
may not be able to integrate into the school group and have no SEN of belonging and
group consciousness, which makes it impossible for students to relieve their positive
and internal negative emotions about learning. This was more common among SEN
pupils and older pupils.
In this study, we used the Social Skills Improvement System (SSIS) rating scales
SSIS includes SSIS Rating Scales, which can be used to more systematically identify
changes in participants' social abilities and the social aspects that need to be improved.
This time, SSIS Rating Scales was used to detect the changes of participants before and
after the study, helping thereby achieve the research purpose.
In this study an intervention plan for a small group of Student with SEN was
developed and administered to four participants who were selected from six participants
after interviewing different Student with SEN, who generally had different special
needs and were suspected. The results of this study show that their social skills
improved or changed to varying degrees. Through the group intervention making use
of the Social Skill Improvement System – Intervention Guide (SSIS-IG) for assessment,
participants can express their inner thoughts more easily than before, and through the
intervention, participants can improve their social skills, thereby making it easier for
participants to integrate into the interactions with their peers.