Dating-Skills Groups for the Developmentally Disabled

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Abstract
Efficacy of three different group treatment strategies for teaching dating skills to the developmentally disabled was examined for 41 outpatient adults. Clients were randomly assigned to one of three groups: traditional problem-solving training (TPS), flexible problem-solving training (FPS), and relaxation training (RT). Role-play assessments were conducted at pretreatment, posttreatment, and at a one-month follow-up. Ratings of social skills based on the role plays favored the TPS and FPS groups over the RT and dropout groups. Clients in the TPS group, but not the other groups, significantly increased in physical attractiveness. Changes in physical attractiveness were correlated primarily with changes in pleasantness of facial expression. Clients in the TPS group also maintained a higher rate of social interactions with opposite-sex peers during midsession breaks than did clients in the FPS and RT groups. Implications for teaching dating skills to the developmentally disabled, the merits of traditional over flexible problem-solving procedures for teaching social skills, and the impact of social skills on physical attractiveness are discussed.