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Promoting social communication skills through cooperative learning and direct instruction

The effectiveness of a cooperative learning group structure and direct instruction in promoting social communication of delinquent female adolescents was examined. Participants were assigned to one of three cooperative learning groups to receive 12, 30-minute training sessions specifically designed to increase social communication skills. Treatment effects were analyzed using a multiple baseline across groups design. Systematic increases in communication skills were observed for participants in each cooperative learning group. Implications for the use of cooperative learning and direct instruction for teaching social communication to delinquent youth are discussed.

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