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Social competence of young children with disabilities: Issues and strategies for intervention
- Publisher
- SAGE
- Copyright
- © 2001 Council for Exceptional Children
- ISSN
- 0014-4029
- eISSN
- 2163-5560
- DOI
- 10.1177/001440290106700303
- Publisher site
- See Article on Publisher Site
Abstract
Social competence is particularly salient for students who are classified into one of the high-incidence disability groups such as specific learning disabilities, mental retardation, emotional disturbance, or attention deficit/hyperactivity disorder. Among the most popular of the instructional approaches for these students has been social skills training (SST). Various meta-analyses of the literature suggest that SST has not produced large, socially important, long-term, or generalized changes in social competence of students with high-incidence disabilities. Probable explanations for the weak effects in some meta-analyses are discussed and specific recommendations are offered for designing and producing more effective SST interventions.
Journal
Exceptional Children – SAGE
Published: Jul 1, 2001