Abstract
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) |
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Pages (from-to) | 248-255 |
Number of pages | 8 |
Journal | Psychology in the Schools |
Volume | 29 |
Issue number | 3 |
DOIs | |
State | Published - Jul 1992 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology