A Cognitive Social Skills Training Program

Publisher Website
Google Scholar
Abstract
The generalized effects of a social skills training package based on self-instruction and on the social deficits of isolated children were evaluated in a multiple baseline design across subjects. Three preschool children were recommended by teachers as having extreme social withdrawal and were observed during free play in their classrooms. Daily ten-minute classroom free-play observations of four social behaviors in the experimenter's absence were conducted through all phases of the study. Two hour-long social skills training sessions were conducted with each child, practicing a series of graduated social encounters. Expectancy control sessions were conducted with the children not receiving training at that time. Follow-up observations were conducted with two of the children. The results indicated little generalized effect on any of the social behaviors for any subject. These data call into question the clinical utility of cognitive social skills training procedures as they are currently practiced.