Exploring the Efficacy of Self-Regulatory Training as a Possible Alternative to Social Skills Training

Abstract

This article describes an intervention study based on an alternative model of social skills instruction using a multiple-baseline design across three boys with severe behavioral disorders. The treatment model does not assume a social skill deficit, but rather a deficit in self-regulatory behavior leading to inappropriate use of behaviors already in the individual's repertoire. Self-monitoring procedures were used to cue participants to use their social skills, were effective in altering participants' social behaviors, and created maintained positive change. Data highlight the promise of the activation model as both a theoretical and a treatment methodology warranting further study. Directions for further research are presented.