The Training and Generalisation of Conversation Skills with Moderately to Severely Handicapped Adolescents

1991 ◽  
Vol 14 (2) ◽  
pp. 28-33
Author(s):  
John Brigg ◽  
Alan Bain ◽  
Stephen Houghton
Keyword(s):  
Social Skills ◽  
Small Group ◽  
Direct Instruction ◽  
Social Skills Training ◽  
Skills Training ◽  
General Increase ◽  
Conversation Skills ◽  
Conversational Skills ◽  
Severely Handicapped ◽  
Instruction Methodology

This study utilised a Direct Instruction methodology to test the efficacy of small group social skills training on the acquisition and generalisation of conversational skills of three moderately to severely intellectually impaired adolescents. The results indicated a general increase in the conversational behaviour of the participants over the course of the intervention and that for two of the participants these changes generalised to a new setting with new conversational partners.

A Controlled Comparison of the Effects of Social Skills Training and Remedial Drama on the Conversational Skills of Chronic Schizophrenic Inpatients

1983 ◽  
Vol 143 (2) ◽  
pp. 165-172 ◽  
Author(s):  
P. G. Spencer ◽  
C. R. Gillespie ◽  
E. G. Ekisa
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Group Discussion ◽  
Skills Training ◽  
Chronic Schizophrenic ◽  
Conversation Skills ◽  
Conversational Skills ◽  
The Social ◽  
Schizophrenic Patients

SummaryThis study compared the effects of social-skills training, remedial drama and group discussion on the conversation skills of chronic schizophrenic patients. After 16 one-hour treatment sessions only the social-skills training resulted in significant improvement, which was maintained at two-month follow-up. Although there was little evidence to support generalisation, the results are seen as indicating the usefulness of social-skills training in improving the performance level of chronic schizophrenic inpatients and in maintaining their social functioning. The implications for future rehabilitation practice are discussed.

Small Group Social Skills Training

1978 ◽  
Vol 9 (4) ◽  
pp. 20-21
Author(s):  
Margaret B. Archer ◽  
Richard Fiordaliso
Keyword(s):  
Social Skills ◽  
Small Group ◽  
Social Skills Training ◽  
Skills Training

Teaching Conversation Skills to Children With High Functioning Autism/Asperger Syndrome

2009 ◽  
Vol 16 (2) ◽  
pp. 48-54 ◽  
Author(s):  
Allison Breit-Smith ◽  
Donna S. Murray
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
High Functioning Autism ◽  
Training Group ◽  
Skills Training ◽  
High Functioning ◽  
Conversation Skills ◽  
Skills Training Group

Abstract This article discusses the conversational abilities of children diagnosed with High functioning autism/Asperger’s syndrome in the context of the broader social deficits associated with the disorder and describes how social skills training groups might address conversation skill difficulties in this population. We present a template for how speech-language pathologists might structure a social skills training group to increase conversational responding in children with high functioning autism/Asperger’s syndrome.

Effects of PEERS® Social Skills Training on Young Adults with Intellectual and Developmental Disabilities During College

2021 ◽  
Vol 45 (2) ◽  
pp. 297-323
Author(s):  
Amy J. Rose ◽  
Kelly R. Kelley ◽  
Alexandra Raxter
Keyword(s):  
Social Skills ◽  
Developmental Disabilities ◽  
Social Relationship ◽  
Social Skills Training ◽  
Skills Training ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Conversational Skills ◽  
The Impact ◽  
Academic Year

The Program for the Education and Enrichment of Relational Skills (PEERS®) was used to provide weekly social skills training to a group of 10 college students with intellectual and developmental disabilities (IDD) between ages 18 and 26 attending an inclusive residential postsecondary college program. Additionally, Circles curriculum was used to supplement the PEERS curriculum for teaching social relationship boundaries. An average of 12 sessions per semester of PEERS® training sessions were conducted over each academic year. The present study examines the impact of the program on social skills, friendship qualities, and conversational skills. Results showed increased social skill knowledge, friendship quality, and conversational skills from pretest to posttest intervention. In this paper, we discuss the training program, results, implications for practice, limitations, and future research needs.

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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