Although education professionals frequently use social skills training with students who exhibit significant behavioral problems, researchers continue to question its efficacy and generalizability. Because social skill deficits are predictive of adult adjustment problems, robust and omnibus interventions to remediate social deficits in children and youths are paramount. In this article we examine the social skills training research-to-practice process and argues that a logical and attendant line of rigorous study is currently lacking. Multiple areas of social inquiry are drawn from to discuss the need for conceptual frameworks to guide investigation and offer a way for researchers to design and interpret social interaction research.
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