Characteristics of in-school social skills programs that increase implementation within the classroom
Stahl, Katherine S.
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Past studies on social skills training (SST) for students with high-incidence disabilities have produced inconclusive results. In this study, social skills training for students ages 6-12 with emotional and behavioral disorders (EBD) is analyzed to determine the characteristics of successful and unsuccessful SST programs. A review of social skills programs in school-based settings reveals that some assessment and intervention methods may be more beneficial for students with EBD. The results indicate that more successful assessments focus on functional assessments and determining a student's acquisition or performance deficits. Social skills interventions based on functional assessments and behavioral self-management that take place within the student's own classroom were shown to be more successful for elementary and middle school students with EBD. Future research implications are discussed.