Social Skill Training for Educable Mentally Retarded Children

Abstract

Social skill training programs consisting of structured learning training alone and with the addition of coping modeling displays were employed to teach aggressive and passive educable mentally retarded children appropriate assertive responses. Ninety-six educable mentally retarded children, aged 9 to 12, met in groups of six with two adult trainers for six sessions in which they watched videotaped modeling displays, role played responses, and were reinforced for adequate performance. Educable mentally retarded children in all training groups showed greater learning than children in control groups on question and answer measures of assertiveness. Transfer of learning to in vivo situations was not accom-plished to the degree predicted. Additions to the skill training program which could further promote transfer of training are discussed.