Treatment Utility of Response Class Assessment in Heterosocial Difficulties

1987 ◽  
Vol 61 (3) ◽  
pp. 816-818 ◽  
Author(s):  
Rosemery O. Nelson ◽  
Steven C. Hayes ◽  
Robin B. Jarrett ◽  
Sandra T. Sigmon ◽  
Dennis L. McKnight
Keyword(s):  
Social Skills ◽  
College Student ◽  
Social Anxiety ◽  
Role Playing ◽  
Response Class ◽  
Treatment Utility ◽  
Self Monitoring ◽  
Social Skills Deficits ◽  
Questionnaire Measures

College-student males ( n = 27) with self-reported heterosocial difficulties received treatment that was either matched or mismatched to their identified (by questionnaires) problematic response class of social anxiety, social skills deficits, or irrational cognitions. Both matched and mismarched treatments produced significant pre-post changes on the questionnaire measures, but only marched treatment produced significant pre-post changes on the role-playing and self-monitoring measures.

Adolescent Safety Behaviors and Social Anxiety: Links to Psychosocial Impairments and Functioning with Unfamiliar Peer Confederates

2021 ◽  
pp. 014544552110540
Author(s):  
Hide Okuno ◽  
Taylor Rezeppa ◽  
Tabitha Raskin ◽  
Andres De Los Reyes
Keyword(s):  
Social Skills ◽  
Social Anxiety ◽  
Social Interactions ◽  
Eye Contact ◽  
Safety Behaviors ◽  
Socially Anxious ◽  
Research Personnel ◽  
The Moment ◽  
Social Skills Deficits ◽  
Multiple Domains

Socially anxious adolescents often endure anxiety-provoking situations using safety behaviors: strategies for minimizing in-the-moment distress (e.g., avoiding eye contact, rehearsing statements before entering a conversation). Studies linking safety behaviors to impaired functioning have largely focused on adults. In a sample of one hundred thirty-four 14 to 15 year-old adolescents, we tested whether levels of safety behaviors among socially anxious adolescents relate to multiple domains of impaired functioning. Adolescents, parents, and research personnel completed survey measures of safety behaviors and social anxiety, adolescents and parents reported about adolescents’ evaluative fears and psychosocial impairments, and adolescents participated in a set of tasks designed to simulate social interactions with same-age, unfamiliar peers. Relative to other adolescents in the sample, adolescents high on both safety behaviors and social anxiety displayed greater psychosocial impairments, evaluative fears, and observed social skills deficits within social interactions. These findings have important implications for assessing and treating adolescent social anxiety.

Structured Learning Using Self-Monitoring to Promote Maintenance and Generalization of Social Skills across Settings for a Behaviorally Disordered Adolescent

1984 ◽  
Vol 10 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Cheryl Strobel Kiburz ◽  
Sidney R. Miller ◽  
Lonny W. Morrow
Keyword(s):  
Social Skills ◽  
State Mental Health ◽  
Walking Distance ◽  
Structured Learning ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Classroom Training ◽  
Vocational Setting ◽  
Social Skills Deficits ◽  
Natural Settings

Recent literature has highlighted the importance of teaching social skills to behaviorally disordered adolescents. Although it has been demonstrated that social skills can be taught to this population, skills maintenance and generalization have remained problematic. Using a multiple baseline-across-behaviors design, the present investigation incorporated techniques designed to facilitate maintenance and generalization of skills. This study involved an 18-year-old youth placed in a residential state mental health facility because of social skills deficits that included greetings, initiating conversation, and thanking behavior. The treatment occurred over a 48-day period in which the student was observed in four distinct settings. Results suggest that the skills trained — greetings and thanking behavior — were maintained and generalized to three natural settings: (a) the route the student walked to the classroom, (b) the student lounge located near the classroom, and (c) a vocational setting located within walking distance of the classroom. Training also produced an incidental increase in the skill initiating conversation.

The Assessment of Social Skills Deficits in the Elderly

1983 ◽  
Vol 17 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Adrian Furnham ◽  
David Pendleton
Keyword(s):  
Social Skills ◽  
Social Anxiety ◽  
Older People ◽  
Skills Training ◽  
The Elderly ◽  
Social Situations ◽  
Wide Range ◽  
Difficulty Scale ◽  
Social Skills Deficits ◽  
And Training

This paper tested the hypothesis that a sample of elderly people compared to a matched sample of younger people reports an increase in difficulty and social anxiety in dealing with a wide range of everyday social situations. The literature on assertiveness and social skills training with the elderly was first reviewed. Then an assertiveness and social difficulty scale was administered to a group of eighty participants divided by age and sex. It was found that older people experienced less discomfort in situations requiring assertiveness, yet were less likely to respond assertively. Older people reported higher incidence of social anxiety across forty everyday situations. In general females reported more difficulty than males, though there were no interaction effects. The results are discussed in terms of the assessment and training of social skills in the elderly.

Social Skills Deficits and Self-appraisal Biases in Children with Social Anxiety Disorder

2022 ◽  
Author(s):  
Nancy Lau ◽  
Anna M. Zhou ◽  
Amanda Yuan ◽  
Ryan Parigoris ◽  
Abby R. Rosenberg ◽  
...  
Keyword(s):  
Social Skills ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Social Skills Deficits

The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders

1995 ◽  
Vol 20 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Rhonda J. Moore ◽  
Gwendolyn Cartledge ◽  
Kelly Heckaman
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
Skills Training ◽  
Training Model ◽  
Male Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Social Skill Instruction ◽  
And Behavior ◽  
Emotional Or Behavioral Disorders

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

scholarly journals Peningkatan Fungsi Kognitif Klien dengan Isolasi Sosial yang Mendapatkan Latihan Keterampilan Sosial: Literature Review

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Suyatno Suyatno ◽  
Hamid Yani S. Achir
Keyword(s):  
Social Skills ◽  
Literature Review ◽  
Social Isolation ◽  
Performance Feedback ◽  
Skills Training ◽  
Role Playing ◽  
Quantitative Studies ◽  
Transfer Training ◽  
Number Frequency

Social Skills Training (SST) is one of the interventions aimed at improving communication and providing new skills to schizophrenic clients with social isolation problems. SST is specifically carried out on clients with social isolation experiencing a decrease   number, frequency and quality of social contacts; endurance of contact and negativism are associated with feelings of isolated.   SST is performed through several sessions. Each session consisted of several sections such as modeling, role playing, performance feedback and transfer training. The stages in the SST not only focus on social skills, but also cognitive functions. SST can be applied to healthy and disturbed clients,    children as well as adults. Method: Literature review is based on issues, methodologies, equations and advanced research proposals. There are 5 quantitative studies and 1 bulletin. Out of Five studies conducted, one study on healthy clients and 4 disturbed clients. such as autism, high risk, and cognitive impairment.

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