Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities
Top Cited Papers
- 1 July 2001
- journal article
- research article
- Published by SAGE Publications in Exceptional Children
- Vol. 67 (3) , 331-344
- https://doi.org/10.1177/001440290106700303
Abstract
Social competence is particularly salient for students who are classified into one of the high-incidence disability groups such as specific learning disabilities, mental retardation, emotional disturbance, or attention deficit/hyperactivity disorder. Among the most popular of the instructional approaches for these students has been social skills training (SST). Various meta-analyses of the literature suggest that SST has not produced large, socially important, long-term, or generalized changes in social competence of students with high-incidence disabilities. Probable explanations for the weak effects in some meta-analyses are discussed and specific recommendations are offered for designing and producing more effective SST interventions.Keywords
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