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Abstract

Recent literature has emphasized the prevalence of reactive depression among school-aged populations. To date, there has been a relative absence of empirical demonstrations which may contribute to teachers' resources in working with this population. The present investigation evaluates the impact of a social skills training package including modeling, behavior rehearsal, feedback, and contingent reinforcement on the interpersonal responses of three depressed youth. A multiple baseline analysis demonstrates that changes in specific responses are associated with the introduction of treatment in those areas. Natural environment assessments reveal that performance gains generalized to self-contained classrooms. Maintenance data are mixed. These findings are discussed with reference to future applied research and training priorities.

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A Multiple Baseline Analysis of an Interpersonal Skills Training Program for Depressed Youth

Abstract

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