This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre‐post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.
|Original language||English (US)|
|Number of pages||8|
|Journal||Psychology in the Schools|
|State||Published - Jul 1992|
ASJC Scopus subject areas
- Developmental and Educational Psychology