Citation

Wu C, Lo Y, Hua Feng , Yafen Lo . J. Emot. Behav. Disord. (Austin) 2010; 18(3): 162-177.

Copyright

(Copyright © 2010, Hammill Institute on Disabilities, Publisher SAGE Publishing)

DOI

10.1177/1063426609344605

PMID

unavailable

Abstract

Two third-grade Taiwanese students at risk for emotional and behavioral disorders participated in a pull-out, small-group social skills training program developed to promote their skill acquisition and maintenance. Using a multiple baseline across skills design, the authors demonstrated that both participants made marked performance improvement in all three targeted social skills of on-task, appropriate conflict resolution, and cooperation during the intervention condition. Maintenance and follow-up data showed that both participants sustained their use of taught social skills in the training setting and their third-grade classroom, respectively. Social validity measures, including peer sociometric ratings and consumer satisfaction questionnaires and interviews, supported the positive effects of the social skills training program for both participants. Implications for research and practice are discussed.