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.

Social Skills Training with Chronic Schizophrenic Patients Living in Community Settings

1990 ◽  
Vol 18 (1) ◽  
pp. 49-64 ◽  
Author(s):  
P. V. Payne ◽  
W. K. Halford
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Community Setting ◽  
Skills Training ◽  
Training Programme ◽  
Post Treatment ◽  
Chronic Schizophrenic ◽  
Schizophrenic Patients ◽  
Pre Treatment

Six patients meeting DSM III criteria for schizophrenia, residual phase who lived in community hostels underwent social skills training. The training programme utilized was “Stacking the Deck” developed by Foxx et al. which involves a structured board game incorporating modelling, behaviour and feedback. A multiple baseline across subject design was used to assess acquisition of targeted social behaviours in the training settings. Generalization of skills to a community setting was assessed by a structured interaction in the patients' homes at pre-treatment, post-treatment and follow-up. All subjects improved their social skills in the training setting, the improvement showed partial but weak generalization to the community setting, with some gains maintained to a three-month follow-up. Pre-treatment, post-treatment and follow-up measures of general social skills and psychiatric status indicated improvements for some of the subjects. The results suggest this approach has promise for achieving clinically significant change with chronic schizophrenic patients, but that strategies to enhance generalization of training effects are needed.

Social Skills Training of Out-patient Groups

1977 ◽  
Vol 131 (6) ◽  
pp. 599-609 ◽  
Author(s):  
I. R. H. Falloon ◽  
P. Lindley ◽  
R. McDonald ◽  
I. M. Marks
Keyword(s):  
Social Skills ◽  
Group Treatment ◽  
Group Discussion ◽  
Skills Training ◽  
Treatment Conditions ◽  
Cohesive Group ◽  
Schizophrenic Patients ◽  
Alcohol And Drug Abuse ◽  
Social Skills Deficits

Fifty-one out-patients with social skills deficits (two-thirds men) completed ten weekly sessions of 75-minute group treatment; 44 were followed up for a mean of 16 months. Random assignment was to one of three conditions: (1) Cohesive group discussion; (2) Modelling and role-rehearsal; or (3) Modelling and role-rehearsal+daily social homework.All three treatment conditions produced significant but incomplete improvement at the end of treatment and follow-up. The two role-rehearsal conditions were significantly superior to group discussion on several measures. Patients who completed daily social homework assignments did significantly better than patients who completed control homework. Alcohol and drug abuse patients usually dropped out. Schizophrenic patients in remission had lost their improvement at follow-up. Patients with other diagnoses retained their gains to 16-month follow-up.

An Examination of the Efficacy of Social Skills Training for Chronic Schizophrenic Patients

1984 ◽  
Vol 35 (10) ◽  
pp. 1023-1028 ◽  
Author(s):  
Alan S. Bellack ◽  
Samuel M. Turner ◽  
Michel Hersen ◽  
Raymond F. Luber
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Skills Training ◽  
Chronic Schizophrenic ◽  
Schizophrenic Patients

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.

scholarly journals Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
María Auxiliadora Robles-Bello ◽  
David Sánchez-Teruel ◽  
Nieves Valalencia-Naranjo ◽  
Francisca Barba Colmenero
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Skills Training ◽  
Learning Potential ◽  
The Social ◽  
Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

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