This study explores changes in children's social skills after a cognitive-social skills model intervention. The intervention was conducted over a period of 12 weeks within a regular preschool setting. Sixteen children including four considered to have low social skills participated in the study. Data analysis revealed that the four children with…

This article discussess assertiveness in the Black-White encounter. The author delineates the assertive options available to Blacks, distortions in interpretation of assertive messages, and strategies for more effective and efficient assertions. (Author)

A social skills training program using self-instruction to facilitate the acquisition and generalization of two social behaviors in the work setting effectively increased the percentages of occurrence of target behaviors for five mentally retarded employees working in a sheltered workshop. The training generalized across work settings. (Author/CB)

The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated. Results indicated that the intervention procedures increased subjects' initiations in organizing play, sharing, and assisting and that there were collateral increases in subjects'…

Ten mentally retarded clients in a small work activity center were effectively trained to use social amenities during work-related communications. Training consisted of prework review of the rules of social amenities, frequent reminders during work by supervisors, client repetition of the reminders, and focused practice. (Author/DB)

This paper proposes a definition of social skills in order to operationalize the components that need to be considered when teaching social skills to individuals with mental retardation in employment settings. It also presents current approaches to teaching social skills in employment settings. Social skills are defined as goal-oriented,…

Describes various complementary procedures for social skills training that are used in a day treatment program for emotionally disturbed adolescents. Describes: (1) procedures for dealing with peer conflict and disruptive behavior through the promotion of problem solving skills; and (2) procedures for teaching social skills within structured…

A training package consisting of instruction in role-play social behaviors, reinforcement of appropriate behaviors, and a correction procedure was used with 20 children (ages 7-13) with deafness and severe language disabilities. The training package was effective in increasing greeting, turn waiting, initiating interaction, and giving help; and…

School-based, social problem-solving (SPS) training offers promise both for the prevention and remediation of social maladjustment of disabled children, with emphasis placed on social competence, social skills, and social problem-solving. Strategies for maximizing SPS skills acquisition include repetition, modeling, and role-playing. (CB)

Presents various concepts and principles presently being used to develop social skills training methods for children from a cognitive-social learning perspective. Identifies skill deficits that may lead to later social difficulties and suggests methods to remediate each type of deficit. (AOS)

Two approaches to teaching work-site social behaviors to three youths with mental retardation were examined. Problem-solving training, which involved developing skills in decoding, decision, performance, and evaluation, led to substantial generalization and maintenance of social behaviors in natural work settings. Training based upon role-playing…

When two nonhandicapped peers of an autistic five-year old were trained to initiate social interaction, social interaction increased and then dramatically decreased in a reversal phase, and no decrease in the autistic child's disruptive behaviors was observed. When the autistic child was trained to initiate interaction, social interaction…

Discusses the factors affecting the course of conflict as the orientation to the conflict of the parties involved, their personalities, the issues, and the conflict's sociocultural patterns. The article concludes with a discussion of the skills involved in constructive solutions and offers suggestions for research. (GLR)

A review of nine studies on the efficacy of metacognitive interpersonal problem-solving training with students who have learning and behavior problems found demonstrated cognitive gains but less success in demonstrating that such gains were subsequently applied to actual behavior or generalized to other social behavior. (DB)

Used an ecological-system perspective to consider socially isolated children in three contexts: as individuals, as partners in dyadic intervention, and as members of a social group or hierarchy. Implications for interventions that may facilitate isolated children's access to peer interaction in both dyadic and group contexts are suggested.…