Volume 13, Issue 3 (1984)
Social Skills Training With a Deaf Adolescent: Implications for Placement and Programming
Kathleen M. Lemanek, Frank M. Gresham
Social skills training has been used successfully to improve both quantity and quality of social interactions in children (Gottman, Gonso, & Schuler, 1976; Gresham & Nagle, 1980; Oden & Asher, 1977). Handicapped children such as the learning disabled (Cooke & Apolloni, 1976; LaGreca & Mesibov, 1979), the mentally retarded (Iwata & Bailey, 1974; Strain, Shores, & Timm, 1977) and the emotionally disturbed (Bornstein, Bellack, & Hersen, 1980; Drabman, Spitnalnik, & O’Leary, 1973) have been taught social skills using a variety of procedures. These procedures can be categorized into four broad areas of intervention techniques: (a) manipulation of antecedents, (b) manipulation of consequences, (c)modeling, and (d) cognitive-behavioral techniques (e.g., coaching, behavior rehearsal, self-instruction, etc.) (Gresham, 1981). Most studies in the social skills training literature have used one or a combination of these intervention techniques.
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