Teaching social skills to students with emotional and behavioral disorders (EBD) has become an accepted practice. Literally hundreds of social skills training (SST) efficacy studies for students with EBD appear in the literature. As a result, many authors have published both narrative and meta-analytic reviews of the literature. Reviews have highlighted various problem areas as targets for future research. Nevertheless, SST has subsequently often resulted in only modest changes in the social competence of students with EBD. The purpose of this article is to review the reviews on SST with students with EBD, discuss issues based on conclusions reached, and present implications for practice.
Get full access to this article
View all access options for this article.
References
1.
AdlerP. A., KlessS. J., & AdlerP. (1992). Socialization to gender roles: Popularity among elementary school boys and girls.Sociology of Education, 65, 169–187.
2.
AgerC. L., & ColeC. L. (1991). A review of cognitive-behavioral interventions for children and adolescents with behavioral disorders.Behavioral Disorders, 16, 276–287.
3.
AlexanderK. L., & EntwisleD. R. (1988). Achievement in the first 2 years of school: Patterns and processes.Monographs of the Society for Research in Child Development, 53(2), 157.
4.
BakerK. D., & NeimeyerR. A. (2003). Therapist training and client characteristics as predictors of treatment response to group therapy for depression.Psychotherapy Research, 13, 135–151.
5.
BanduraA. (1977). Social learning theory.Englewood Cliffs, NJ: Prentice Hall.
6.
BeelmannA., PfingstenU., & LoselF. (1994). Effects of training social competence in children: A meta-analysis of recent evaluation studies.Journal of Clinical Child Psychology, 23, 260–271.
7.
BeutlerL. E., EngleD., MohrD., DaldrupR. J., BerganJ., MeredithK., & MerryR. (1991). Predictors of differential response to cognitive, experiential, and self-directed psychotherapeutic procedures.Journal of Consulting and Clinical Psychology, 59, 333–340.
8.
BiermanK. L., & FurmanW. (1984). The effects of social skills training and peer involvement on the social adjustment of preadolescents.Child Development, 55, 151–162.
9.
BraswellL., & KendallP. C. (1988). Cognitive-behavioral methods with children. In DobsonK. S. (Ed.), Handbook of cognitive-behavioral therapies (pp. 167–213). New York: Guilford.
10.
ClarkeG. N., HawkineW., MurphyM., SheeberL. B., LewinsohnP. M., & SeeleyJ. R. (1995). Targeted prevention of unipolar depressive disorder in an at-risk sample of high school adolescents: A randomized trial of a group cognitive intervention.Journal of the American Academy of Child & Adolescent Psychiatry, 34, 312–332.
11.
ColemanM., WheelerL., & WebberJ. (1993). Research on interpersonal problem-solving training: A review.Remedial and Special Education, 14(2), 25–36.
12.
ElliottS. N., GreshamF. M., & HefferR. W. (1987). Social-skills interventions: Research findings and training techniques. In MaherC. A., & ZinsJ. E. (Eds.), Psychoeducational interventions in the schools (pp. 141–159). New York: Pergamon.
13.
FarmerT. W., & FarmerE. M. Z. (1996). The social relationships of students with exceptionalities in mainstream classrooms: Social networks and homophily.Exceptional Children, 62, 431–450.
14.
FarmerT. W., & HollowellJ. H. (1994). Social networks in mainstreamed classrooms: Social affiliations and behavioral characteristics of students with emotional and behavioral disorders.Journal of Emotional and Behavioral Disorders, 2, 143–155, 163.
15.
FarmerT. W., & RodkinP. C. (1996). Antisocial and prosocial correlates of classroom social positions: The social network centrality perspective.Social Development, 5, 176–190.
16.
FarmerT. W., Van AckerR. M., PearlR., & RodkinP. C. (1999). Social networks and peer-assessed problem behavior in elementary classrooms: Students with and without disabilities.Remedial and Special Education, 20, 244–256.
17.
FeindlerE. L., & FremouwW. (1983). Stress inoculation training for adolescent anger problems. In MeichenbaumD., & JaremkoM. (Eds.), Stress reduction and prevention (pp. 451–485). New York: Plenum Press.
18.
FornessS. R., & KavaleK. A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research.Learning Disability Quarterly, 19, 2–13.
19.
FornessS. R., & KavaleK. (2000). Emotional or behavioral disorders: Background and current status of the E/BD terminology and definition.Behavioral Disorders, 25, 264–269.
20.
FornessS., KavaleK., BlumI., & LloydJ. (1997). A mega-analysis of meta-analyses: What works in special education and related services.TEACHING Exceptional Children, 13(1), 4–9.
21.
GoldsteinA. P. (1999). The Prepare Curriculum: Teaching prosocial competencies (2nd ed.). Champaign, IL: Research Press.
22.
GoldsteinA. P., & McGinnisE. (1997). Skillstreaming the adolescent: A structured learning approach to teaching prosocial skills (2nd ed.). Champaign, IL: Research Press.
23.
GreshamF. M. (1983). Social validity in the assessment of children's social skills: Establishing standards for social competency.Journal of Psychoeducational Assessment, 1, 299–307.
24.
GreshamF. M. (1985). Utility of cognitive-behavioral procedures for social skills training with children: A critical review.Journal of Abnormal Child Psychology, 13, 411–423.
25.
GreshamF. M. (1997). Social competence and students with behavior disorders: Where we've been, where we are, and where we should go.Education and Treatment of Children, 20, 233–250.
26.
GreshamF. M. (1998). Social skill training: Should we raze, remodel, or rebuild?Behavioral Disorders, 24, 19–25.
27.
GreshamF. M., & ElliottS. N. (1984). Assessment and classification of children's social skills: A review of methods and issues.School Psychology Review, 13, 292–301.
28.
HazelJ. S., SchumakerJ. B., ShermanJ. A., & Sheldon-WildgenJ. (1982). ASSET: A social skills program for adolescents.Champaign, IL: Research Press.
29.
HendersonM., & HollinC. (1983). A critical review of social skills training with young offenders.Criminal Justice and Behavior, 10, 316–341.
30.
HollingerJ. D. (1987). Social skills for behavioral disordered children as preparation for mainstreaming: Theory, practice, and new directions.Remedial and Special Education, 8(4), 17–27.
31.
HughesJ. N. (1986). Methods of skill selection in social skills training: A review.Professional School Psychology, 1, 235–248.
32.
HughesJ. N., & HallR. J. (1987). Proposed model for the assessment of children's social competence.Professional School Psychology, 2, 247–260.
33.
HughesJ. N., & SullivanK. A. (1988). Outcome assessment in social skills training with children.Journal of School Psychology, 26, 167–183.
34.
KauffmanJ. M. (2005). Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Columbus, OH: Merrill Prentice Hall.
35.
KavaleK. A., MathurS. R., FornessS. R., RutherfordR. B.Jr., & QuinnM. M. (1997). Effectiveness of social skills training for students with behavior disorders: A meta-analysis.Advances in Learning and Behavioral Disabilities, 11, 1–26.
36.
KazdinA. E. (1994). Interventions for aggressive and antisocial children. In EronL. D., GentryJ. H., & SchlegelP. (Eds.), Reason to hope: A psychosocial perspective on violence and youth (pp. 341–382). Washington, DC: American Psychological Association.
37.
KazdinA. E. (1995). Conduct disorders in childhood and adolescence (2nd ed.). Newbury Park, CA: Sage.
38.
KendallP. C., & BemisK. (1983). Thought and action in psychotherapy: The cognitive-behavioral approaches. In HersenM., KazdinA., & GellackA. (Eds.), The clinical psychology handbook (pp. 565–592). New York: Pergamon.
39.
LaddG. W. (1984). Social skill training with children: Issues in research and practice.Clinical Psychology Review, 4, 317–337.
40.
LandrumT. J., & LloydJ. W. (1992). Generalization in social behavior research with children and youth who have emotional or behavioral disorders.Behavior Modification, 16, 593–616.
41.
MaagJ. W. (1988). Treatment of childhood and adolescent depression: Review and recommendations. In RutherfordR. B.Jr., & MaagJ. W. (Eds.), Severe behavior disorders of children and youth (Vol. 11, pp. 49–63). Reston, VA: Council for Children with Behavioral Disorders.
42.
MaagJ. W. (1989). Assessment in social skills training: Methodological and conceptual issues for research and practice.Remedial and Special Education, 10(4), 6–17.
43.
MaagJ. W. (1990). Social skills training in schools.Special Services in the Schools, 6, 1–19.
44.
MaagJ. W. (1992). Integrating consultation into social skills training: Implications for practice.Journal of Educational and Psychological Consultation, 3, 233–258.
45.
MaagJ. W. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: Problems, conclusions, and suggestions.Exceptionality, 13, 155–172.
46.
MaagJ. W., & KatsiyannisA. (1998). Challenges facing successful transition for youths with EB/D.Behavioral Disorders, 23, 209–221.
47.
MaagJ. W., & KempS. E. (2003). Behavioral intent of power and affiliation: Implications for functional analysis.Remedial and Special Education, 24, 57–64.
48.
MaagJ. W., & KotlashJ. (1994). Review of stress inoculation training with children and adolescents: Issues and recommendations.Behavior Modification, 18, 443–469.
49.
MaagJ. W., ParksB. T., & RutherfordR. B.Jr. (1988). Generalization and behavior covariation of aggression in children receiving stress inoculation training.Child and Family Behavior Therapy, 10, 29–47.
50.
MaagJ. W., & ReidR. (1994). Attention-deficit hyperactivity disorder: A functional approach to assessment and treatment.Behavioral Disorders, 20, 5–23.
51.
MaagJ. W., & SwearerS. M. (2005). Cognitive-behavioral interventions for depression: Review and implications for school personnel.Behavioral Disorders, 30, 259–276.
52.
MaagJ. W., VasaS. F., ReidR., & TorreyG. K. (1995). Social and behavioral predictors of popular, rejected, and average children.Educational and Psychological Measurement, 55, 196–205.
53.
MastropieriM. A., ScruggsT. E., BakkenJ. P., & WhedonC. (1996). Reading comprehension: A synthesis of research in learning disabilities. In ScruggsT. E., & MastropieriM. A. (Eds.), Advances in learning and behavioral disabilities (Vol. 10, pp. 277–303). Greenwich, CT: JAI.
54.
MathurS. R., KavaleK. S., QuinnM. M., FornessS. R., & RutherfordR. B.Jr. (1998). Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research.Behavioral Disorders, 23, 193–201.
55.
MathurS. R., & RutherfordR. B.Jr. (1991). Peermediated interventions promoting social skills for children and youth with behavioral disorders.Education and Treatment of Children, 14, 227–242.
56.
MathurS. R., & RutherfordR. B.Jr. (1996). Is social skills training effective for students with emotional or behavioral disorders?Behavioral Disorders, 22, 21–28
57.
MattisonR. E, SpitznagelE. L., & FelixB. C. (1998). Enrollment predictors of the special education outcome for students with SED.Behavioral Disorders, 23, 243–256.
58.
McConnellS. R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavioral disorders.Behavioral Disorders, 12, 252–263.
59.
McEvoyA., & WelkerR. (2000). Antisocial behavior, academic failure, and school climate: A critical review.Journal of Emotional and Behavioral Disorders, 8, 130–140.
60.
McIntoshR., VaughnS., & ZaragozaN. (1991). A review of social interventions for students with learning disabilities.Journal of Learning Disabilities, 24, 451–458.
61.
Meadows,N.B., NeelR. S., ScottC. M., & ParkerG. (1994). Academic performance, social competence, and mainstream accommodations: A look at mainstreamed and non-mainstreamed students with serious behavioral disorders.Behavioral Disorders, 19, 170–180.
NanyangR. P., & HughesJ. N. (2002). Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation.School Psychology Review, 31, 164–185.
64.
NelsonJ. R., BennerG. J., LaneK., & SmithB. (2004). Academic skills of K-12 students with emotional and behavioral disorders.Exceptional Children, 71, 59–74.
65.
OlmedaR. E., & KauffmanJ. M. (2003). Sociocultural considerations in social skills training research with African American students with emotional or behavioral disorders.Journal of Developmental and Physical Disabilities, 15, 101–121.
66.
ParkerJ. G., & AsherS. R. (1987). Peer acceptance and later personal adjustment: Are low-accepted children “at risk?”Psychological Bulletin, 102, 357–389.
67.
QuinnM. M., KavaleK. A., MathurS. R., RutherfordR. B.Jr., & FornessS. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders.Journal of Emotional and Behavioral Disorders, 7, 54–64.
68.
RutherfordR. B.Jr., & NelsonC. M. (1988). Generalization and maintenance of treatment effects. In WittJ. C., ElliottS. W., & GreshamF. M. (Eds.), Handbook of behavior therapy in education (pp. 277–324). New York: Plenum Press.
69.
SchlossP. J., SchlossC. N., WoodC. E., & KiehlW. S. (1986). A critical review of social skills research with behaviorally disordered students.Behavioral Disorders, 12, 1–14.
70.
ScruggsT. E., & MastropieriM. A. (1986). Academic characteristics of behaviorally disordered and learning disabled students.Behavioral Disorders, 11, 184–190.
71.
ScruggsT. E., & MastropieriM. A. (1994). The effectiveness of generalization training: A quantitative synthesis of single-subject research. In ScruggsT. E., & MastropieriM. A. (Eds.), Advances in learning and behavioral disabilities (Vol. 8, pp. 259–280). Greenwich, CT: JAI.
72.
ScruggsT. E., MastropieriM. A., & CastroG. (1987). The quantitative synthesis of single-subject research: Methodology and validation.Remedial and Special Education, 8, 24–33.
73.
ShamiseS. (1981). Antisocial adolescents: Our treatments do not work—Where do we go from here?Canadian Journal of Psychiatry, 26, 357–364.
74.
SheldonJ., ShermanJ. A., SchumakerJ. B., & HazelJ. S. (1984). Developing a social skills curriculum for mildly handicapped adolescents and young adults: Some problems and approaches. In BraatenS., RutherfordB.R.Jr., & KardashC. A. (Eds.), Programming for adolescents with behavioral disorders (Vol. 1, pp. 105–116). Reston, VA: Council for Children with Behavioral Disorders.
75.
SinghN. N., DeitzD. D., EpsteinM. H., & SinghJ. (1991). Social behavior of students who are seriously emotionally disturbed: A quantitative analysis of intervention studies.Behavior Modification, 15, 74–94.
76.
SmithS. W., & TravisP. C. (2001). Conducting social competence research: Considering conceptual frameworks.Behavioral Disorders, 26, 360–369.
77.
StokesT. F., & BaerD. M. (1977). An implicit technology of generalization.Journal of Applied Behavior Analysis, 10, 349–367.
78.
StrainP. S. (2001). Empirically based social skills intervention: A case for quality-of-life improvement.Behavioral Disorders, 27, 30–36.
79.
StrainP. S., OdomS. L., & McConnellS. (1984). Promoting social reciprocity of exceptional children: Identification, target behavior selection, and intervention.Remedial and Special Education, 5(1), 21–28.
80.
TempletonJ. E. (1990). Social skills training for behavior-problem adolescents: A review.International Journal of Partial Hospitalization, 6, 49–60.
81.
TremblayA., StrainP. S., HendricksonJ. M., & ShoresR. E. (1981). Social interactions of normally developing preschool children: Using normative data for subject and target behavior selection.Behavior Modification, 5, 237–252.
82.
TrowerF., YardleyK., BryantB. M., & ShawP. (1978). The treatment of social failure: A comparison of anxiety-reduction and skills-acquisition procedures on two social problems.Behavior Modification, 2, 41–60.
83.
VaughnS. R., LancelottaG. X., & MinnisS. (1988). Social strategy training and peer involvement: Increasing peer acceptance of a female LD student.Learning Disabilities Focus, 4(1), 32–37.
84.
WalkerH. M., McConnellS., HolmesD., TodisB., WalkerJ., & GoldenN. (1988). The ACCEPTS program: A curriculum for children's effective peer and teacher skills.Austin, TX: Pro-Ed.
85.
WolfM. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart.Journal of Applied Behavior Analysis, 11, 203–214.
86.
XieH., CairnsR. B., & CairnsB. D. (1999). Social networks and configurations in inner-city schools: Aggression, popularity, and implications for students with EBD.Journal of Emotional and Behavioral Disorders, 7, 147–155.
87.
ZaragozaN., VaughnS., & McIntoshR. (1991). Social skills interventions and children with behavior problems: A review.Behavioral Disorders, 16, 260–275.
