Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

2021 ◽  
Vol 9 (6) ◽  
pp. 615-627
Author(s):  
Eleni Laskaraki ◽  
Anastasia Alevriadou ◽  
Eleni Rachanioti
Keyword(s):  
Social Skills ◽  
Intellectual Disabilities ◽  
Adult Life ◽  
Skills Training ◽  
Transition Age Youth ◽  
Social Skills Interventions ◽  
Transition Age ◽  
Job Tasks ◽  
Target Behaviors ◽  
The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

Social Skills Practice Strategy Opportunities for Students With EBD

2021 ◽  
pp. 107429562110208
Author(s):  
Skip Kumm ◽  
Jacob Reeder ◽  
Erin Farrell
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
School Environment ◽  
Social Skills Training ◽  
Emotional And Behavioral Disorders ◽  
Skills Training ◽  
Social Skills Interventions ◽  
The Social ◽  
Meta Analyses ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions?

2016 ◽  
Vol 33 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Seth King ◽  
Emilee R. Harbin ◽  
Kathleen N. Zimmerman
Keyword(s):  
Social Skills ◽  
Single Case ◽  
Relative Effectiveness ◽  
Skills Training ◽  
Autism Spectrum ◽  
Older Individuals ◽  
Success Rates ◽  
Social Skills Interventions ◽  
Target Behaviors ◽  
Social Partners

Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners.

scholarly journals Outcomes of the BOSS Classroom Management Program Among Adults With Intellectual Disabilities

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Mick Needham ◽  
Peter Ross ◽  
Karen Slonski ◽  
Steven Wells ◽  
Andrew W. Wood
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Intellectual Disabilities ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Management Program ◽  
Prosocial Behaviors ◽  
Evidence Based ◽  
The Social ◽  
Adults With Intellectual Disabilities

There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with ID. A behavioral skills training approach was used to teach frontline, direct support professionals (DSPs) to implement a classroom management strategy called the Behavioral Opportunities for Social Skills (BOSS) program with adults with ID who lived in the community. The results showed that DSPs’ delivery of behavior-specific praise statements increased after they received training in the BOSS program. Increases in the prosocial behaviors of the adults with ID were also reported after the DSPs were trained. Social validity measures indicated that DSPs liked using the BOSS program, it was easy to implement, and the program was effective. The results of this study suggest that evidence-based social skills interventions developed for children and adolescents, including classroom management strategies, can be effective in improving prosocial behaviors of adults with ID with minimal adaptions.

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.

The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

2021 ◽  
pp. 030802262110229
Author(s):  
Selma Ercan Doğu ◽  
Hülya Kayıhan ◽  
Ahmet Kokurcan ◽  
Sibel Örsel
Keyword(s):  
Social Skills ◽  
Occupational Therapy ◽  
Social Participation ◽  
Social Skills Training ◽  
Clinical Symptoms ◽  
Training Group ◽  
Skills Training ◽  
Occupational Performance ◽  
The Social ◽  
Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

Effects of a Coworker Advocacy Program and Social Skills Training on the Social Interaction of Employees with Mild Disabilities

1991 ◽  
Vol 1 (4) ◽  
pp. 73-90 ◽  
Author(s):  
Hyun-Sook Park ◽  
Marlene Simon ◽  
Phyllis Tappe ◽  
Thom Wozniak ◽  
Beverley Johnson ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Skills Training ◽  
Skills Training ◽  
Mild Disabilities ◽  
The Social ◽  
Advocacy Program

scholarly journals Investigating SOcial Competence and Isolation in children with Autism taking part in LEGO-based therapy clubs In School Environments (I-SOCIALISE): study protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e030471
Author(s):  
Danielle Varley ◽  
Barry Wright ◽  
Cindy Cooper ◽  
David Marshall ◽  
Katie Biggs ◽  
...  
Keyword(s):  
Social Skills ◽  
Usual Care ◽  
Peer Relationships ◽  
Children With Autism ◽  
Skills Training ◽  
Well Being ◽  
Autism Spectrum ◽  
School Level ◽  
Children With Asd ◽  
The Social

IntroductionSocial skills training interventions for children with autism spectrum disorder (ASD) typically focus on a skills deficit model rather than building on existing skills or encouraging the child to seek their own solutions. LEGO-based therapy is a child-oriented intervention to help improve social interactional skills and reduce isolation. The therapy is designed for school-age children with ASD and uses group-based play in a school setting to encourage peer relationships and social learning. Despite the reported potential benefits of LEGO-based therapy in a prior randomised controlled trial (RCT) and its adoption by many schools, the evidence to support its effectiveness on the social and emotional well-being of children with ASD is limited and includes no assessment of cost-effectiveness.Methods and analysisThis multicentre, pragmatic, cluster RCT will randomise 240 participants (aged 7–15 years) with a clinical diagnosis of ASD to receive usual care or LEGO-based therapy with usual care. Cluster randomisation will be conducted on a school level, randomising each school as opposed to each individual child within a school. All prospective participants will be screened for eligibility before assenting to the study (with parents giving informed consent on behalf of their child). All participants will be followed up at 20 and 52 weeks after randomisation to assess for social, emotional and behavioural changes. The primary outcome measure is the social skills subscale of the Social Skills Improvement System completed by a teacher or teaching assistant associated with participating children at the 20-week follow-up time point.Ethics and disseminationEthics approval has been obtained via the University of York Research Ethics Committee. The results of the trial will be submitted for publication in a peer-reviewed journal and will be disseminated to participating families, education practitioners and the third sector including voluntary and community organisations.Trial registration numberISRCTN64852382; Pre-results.

Social Skills Training for Children: A Methodological and Clinical Review of Behavior Modification Studies

1984 ◽  
Vol 12 (1) ◽  
pp. 17-45 ◽  
Author(s):  
Steven Beck ◽  
Rex Forehand
Keyword(s):  
Social Skills ◽  
Behavior Modification ◽  
Relative Effectiveness ◽  
Treatment Strategies ◽  
Skills Training ◽  
Research Issues ◽  
Target Behaviors ◽  
Subject Selection ◽  
Methodological Rigor ◽  
Relevant Outcome

The purpose of this paper was to review the methodological rigor and clinical implications of behavior modification studies in which social skills have been taught to socially deficient children. Thirty two studies were reviewed. The following four treatment approaches were identified and reviewed: adult contingent attention; peer-mediated strategies; modeling; and treatment packages. The clinical merits and limitation of each approach are discussed. Identification and possible target behaviors for neglected and rejected children are outlined. It appears however that conclusions are not warranted at this time about the relative effectiveness of the four treatment strategies. Research issues such as subject selection and the need to document that skills acquired during training are associated with relevant outcome measures are discussed. Finally, suggestions for future social skills studies are offered.

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