Is Social Skills Training Effective for Students with Emotional or Behavioral Disorders? Research Issues and Needs

Sarup R. Mathur · Robert Bruce Rutherford

76 citations0/0 files storedBehavioral Disorders

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Social Skills and Education

Abstract

The purpose of this paper is to identify and discuss the factors that may influence the long-term effectiveness of social skills training. Potential impediments to the success of social skills training include: lack of a sound conceptual framework, questionable social validity of target skills, controversies surrounding the nature of social skills deficits, imprecision in assessment procedures, vagueness in description of interventions, inattention to contextual factors, and failure to achieve generalization.

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References

1990Social Skills Rating System 1985Children's loneliness: A comparison of rejected and neglected peer status.1973Long-term follow-up of early detected vulnerable children.1989An operant pursuit of generalization 2012Advances in Learning and Behavioral Disabilities 1992Social Competence of Young Children With Disabilities: Issues and Strategies for Intervention 1993Social Skills Interventions for Children 1989Walker-McConnell Scale of Social Competence and School Adjustment

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1999A Social Goals Perspective on Children's Social Competence 1999The Prevention of Oppositional Defiant Disorder and Conduct Disorder 2009Social Behavior and Skills in Children 2008Collaboration to Promote Social Competence for Students With Mild Disabilities in the General Classroom 2000A Self-Management Functional Assessment-Based Behavior Support Plan for a Middle School Student with EBD 2005The prevention of emotional and behavioural difficulties in schools: Teachers’ suggestions

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