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NASP Home NASP Publications School Psychology Review (SPR) Volume 13 Issue 3 (1984) Social Skills Training With a Deaf Ad...
Volume 13, Issue 3 (1984)

Social Skills Training With a Deaf Adolescent: Implications for Placement and Programming

pp. 385—390

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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