The Use of Broad Conversational Targets in Social Skills Training to Promote Generalization of Gains to Real Life: A Case Study

1984 ◽  
Vol 12 (1) ◽  
pp. 61-67
Author(s):  
Ariel Stravynski
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Single Case ◽  
Social Activity ◽  
Real Life ◽  
Skills Training ◽  
Baseline Design ◽  
General Improvement ◽  
Opposite Sex

Social dysfunction in a 45-year-old man was treated by a combination of exposure in vivo, social skills training and cognitive modification. Social skills training utilized broad conversational targets designed to help the patient to engage flexibly in social interactions and to be able to generate them in order to achieve his personal goals: to expand and increase his social contacts and meet the opposite sex.Change was assessed on the basis of the patient's records of daily frequency of performance of targeted behaviours and associated anxiety within a single-case multiple baseline design. Change occurred only with the introduction of treatment and not before it, ruling out effects of time or mere contact.The intervention resulted in an increased performance of social targets in real life, general social activity, and a related decrease in associated anxiety. The outcome was maintained for an available 1 year follow-up; systematic data collection was stopped after 6 months. A general improvement in the patient's personal, social and vocational life has also occurred.

School-Based Social Skills Training for Children With Autism Spectrum Disorder

2015 ◽  
Vol 32 (4) ◽  
pp. 256-268 ◽  
Author(s):  
Keith C. Radley ◽  
Melissa B. McHugh ◽  
Traci Taber ◽  
Allison A. Battaglia ◽  
W. Blake Ford
Keyword(s):  
Social Skills ◽  
Social Functioning ◽  
Social Engagement ◽  
Social Skills Training ◽  
Children With Autism ◽  
Skills Training ◽  
Teacher Ratings ◽  
Autism Spectrum ◽  
Sociometric Status ◽  
Baseline Design

The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed.

Exposure in vivo vs social skills training for social phobia: Long-term outcome and differential effects

1990 ◽  
Vol 28 (3) ◽  
pp. 181-193 ◽  
Author(s):  
Zygmunt Wlazlo ◽  
Karin Schroeder-Hartwig ◽  
Iver Hand ◽  
Grazyna Kaiser ◽  
Nicole Münchau
Keyword(s):  
Social Skills ◽  
Social Phobia ◽  
Social Skills Training ◽  
Skills Training ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Differential Effects ◽  
Exposure In Vivo

Social Skills Training in Groups with Developmentally Disabled Adults

1997 ◽  
Vol 7 (2) ◽  
pp. 187-201 ◽  
Author(s):  
James A. Hall ◽  
David J. Schlesinger ◽  
John P. Dineen
Keyword(s):  
Social Skills ◽  
Social Work ◽  
Social Skills Training ◽  
Role Play ◽  
Skills Training ◽  
Social Work Practice ◽  
Developmentally Disabled ◽  
Baseline Design ◽  
Training Package ◽  
Disabled Adults

This first of two social work studies with developmentally disabled adults evaluates the effectiveness of a social skills training package in a replication of Bales (1980). Two groups of four trainees from vocational training programs were organized at two sites, respectively (n = 8). Both groups received a 12-session training package designed to improve social skills in four domains. A multiple baseline design across skills was used to evaluate effectiveness for individuals in each group, with skills assessed using a 16-situation role-play test. As a result of training, participants improved in skill performance using the role-play test, but an in-vivo assessment showed little change. Thus it was concluded that the treatment package was effective in improving social skills, but not powerful enough to effect significant changes in other settings. Suggestions are given concerning treatment effectiveness and implications for social work practice.

The Treatment of Avoidant Personality Disorder by Social Skills Training in the Clinic or in Real-Life Settings

1994 ◽  
Vol 39 (8) ◽  
pp. 377-383 ◽  
Author(s):  
Ariel Stravynski ◽  
Marc Belisle ◽  
Marielle Marcouiller ◽  
Yvon-Jacques Lavallée ◽  
Robert Eue
Keyword(s):  
Social Skills ◽  
Personality Disorder ◽  
Social Skills Training ◽  
Real Life ◽  
Skills Training ◽  
Avoidant Personality Disorder ◽  
End Of Treatment ◽  
Significant Difference ◽  
Long Term Impact

Twenty-eight outpatients who met DSM-III diagnostic criteria for avoidant personality disorder completed 14 one and a half hour sessions of social skills training in the clinic only or a combination of four sessions in the clinic, four sessions in real-life and six follow-up sessions in the clinic. Subjects were assessed before treatment began, after four sessions, at the end of treatment and at three month follow-up points. Training in real-life did not enhance social skills training; no significant difference between the groups at any assessment points was found. In both groups improvement in time was significant and clinically worthwhile. The treatment effects were maintained up to the three month follow-up, where available. Social skills training appears to be a useful and promising intervention for avoidant personality disorder but its long term impact remains to be investigated.

scholarly journals Strategi Teknik “Bite & Step” untuk Meningkatkan Keterampilan Sosial Anak Berkebutuhan Khusus di Sekolah

2020 ◽  
Vol 22 (1) ◽  
pp. 73
Author(s):  
Markus Nanang Irawan
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Special Needs ◽  
Experimental Model ◽  
Research Method ◽  
Social Skills Training ◽  
Single Case ◽  
Skills Training ◽  
Graph Analysis ◽  
The Social

<em>When interacting with others, each person certainly needs a good skill in communication so that the purpose of socializing at school goes smoothly and is achieved. But for student with special needs seems difficult to achieve because they have obstacles or problems in communication. Therefore we need a treatment or assistance called social skills training. The purpose of the study was to determine the effectiveness of the strategy of a game technique called "Bite &amp; Step" to improve social skills in student with special needs so that the effort to interact went smoothly and not be wrong in communicating with friends at school. As participants are groups of student with special needs who have attended elementary school. The research method used is the experimental model in a single case which is the treatment of social skills training using the game technique "Bite &amp; Step" which is then evaluated using graph analysis. The results showed that the technical strategy of "Bite Step" has not been effective for helping to improve the social skills of children with special needs so it needs to be reviewed, evaluated, and retested again</em>

Simulated and In Situ Vocational Social Skills Training for Youths with Learning Disabilities

1992 ◽  
Vol 58 (4) ◽  
pp. 336-345 ◽  
Author(s):  
Kim Clement-Heist ◽  
Shepherd Siegel ◽  
Robert Gaylord-Ross
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Skills Training ◽  
Skills Training ◽  
School To Work ◽  
Multiple Baseline ◽  
Two Phase ◽  
Behavioral Skills ◽  
Baseline Design

Social skills training for youth with learning disabilities in transition from school to work is of substantial importance. To examine the generalization of such training to real employment settings, this study used a multiple-baseline design to investigate the effects of 12 measured behaviors (3 behaviors per student) on four high school seniors. An initial simulated social skills package delivered at school led to generalization in 8 of 12 behaviors. Subsequently, in situ training at the work site produced generalization in 4 of 6 behaviors. This two-phase model appears to be a powerful way to promote generalization of behavioral skills.

scholarly journals Efektivitas Social Skills Training (SST) untuk Mereduksi Intensitas Bullying Pada Remaja

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Rizky Septia Hardhiyanti ◽  
Lena N Pandjaitan ◽  
Lutfi Arya
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Single Case ◽  
Skills Training ◽  
Experiment Design ◽  
Self Report ◽  
Whole School ◽  
Whole School Approach

Salah satu tindak kekerasan yang sering terjadi di sekolah adalah bullying. Permasalahan bullying tidak hanya dialami oleh siswa di sekolah regular, melainkan banyak pula yang terjadi pada siswa di sekolah inklusi khususnya terhadap siswa berkebutuhan khusus. Bullying merupakan salah satu bentuk permasalahan hubungan sosial, yang disebabkan oleh rendahnya keterampilan sosial yang dimiliki oleh pelaku. Maka salah satu cara yang diprediksi dapat mereduksi yakni dengan meningkatkan fungsi sosial melalui program intervensi berupa social skills training. Tujuan dari penelitian adalah untuk melihat efektivitas social skills training dalam mereduksi intensitas bullying pada remaja. Partisipan dalam penelitian ini berjumlah tiga orang yang berada pada rentang usia remaja. Partisipan merupakan pelaku bullying pada jenjang sekolah menengah pertama di salah satu sekolah inklusi. Partisipan akan mengikuti social skills training selama enam sesi yang berdurasi sekitar 90-120 menit tiap sesinya. Penelitian ini menggunakan single case experiment design, dengan pengumpulan data dilakukan dengan teknik wawancara, observasi, dan juga self-report melalui pengisian skala perilaku bullying dan skala keterampilan sosial. Hasil analisis menunjukkan bahwa social skills training memiliki pengaruh pada penurunan intensitas bullying, hanya saja penurunan tidak terjadi secara signifikan. Penanganan permasalahan bullying sebaiknya tidak hanya ditujukan kepada pelaku ataupun korban, melainkan dengan whole-school approach, sehingga pihak sekolah dan orang tua dapat turut serta dalam penanggulangan masalah bullying yang terjadi.

Yet Another Social Skills Training Program for Children: Why?

PsycCRITIQUES ◽  
2011 ◽  
Vol 56 (48) ◽  
Author(s):  
Georgette Yetter ◽  
Catherine Laterza
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Skills Training
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