Training Blind Adolescents in Social Skills

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Abstract
Training in social skills was given to four blind, unassertive, adolescent females. Behaviors requiring modification were identified for each subject by rating videotapes of role-played interactions. Training consisted of instructions, feedback, behavioral rehearsal, modeling, and manual guidance. Behaviors were treated sequentially and cumulatively in a multiple baseline format. The treatment was generally effective in that most behaviors selected for modification changed markedly. However, a follow-up after four weeks indicated a decrease in some responses. “Booster” sessions were used to facilitate return to post–treatment levels. Follow-ups after eight and 10 weeks showed that this goal had been reached.

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