In an effort to extend a previous review by Gresham (1985) 20 studies using cognitive-behavioral interventions to influence social behavior were critically reviewed. These studies were classified under two broad categories of social skills and social problem solving. To evaluate these studies, six criteria were used: subject characteristics, treatment specification, outcome measures, experimental design, generalization and maintenance, and cost effectiveness. Issues raised by Gresham are addressed as they pertain to the current research.
Get full access to this article
View all access options for this article.
References
1.
AmishP. L., GestenE. L., SmithJ. K., ClarkH. B., & StarkC. (1988). Social problem-solving training for severely emotionally and behaviorally disturbed children.Behavioral Disorders, 13, 175–186.
2.
AsarnowJ. R., & CallanJ. W. (1985). Boys with peer adjustment problems: Social cognitive processes.Journal of Consulting and Clinical Psychology, 53, 80–87.
3.
AsherS. R., OdenS. L., & GottmanJ. M. (1977). Children's friendships in school settings. In KatzL. (Ed.), Current topics in early childhood education (Vol. 1, pp. 123–167). Norwood, NJ: Ablex Publishing.
4.
BarrettT. E. (1985). Clinical application of behavioral social skills training with children.Psychological Reports, 57, 1183–1186.
5.
BaumJ. G., ClarkH. B., McCarthyW., SandlerJ., & CarpenterR. (1986). An analysis of the acquisition and generalization of social skills in troubled youths: Combining social skills training, cognitive self-talk, and relaxation procedures.Child and Family Behavior Therapy, 8(4), 1–27.
6.
CampB. W., & RayR. S. (1984). Aggression. In MeyersA. W., & CraigheadW. E. (Eds.), Cognitive behavior therapy with children. (pp. 315–350) New York: Plenum.
7.
EliasM. J. (1983). Improving coping skills of emotionally disturbed boys through television-based social problem solving.American Journal of Orthopsychiatry, 53, 61–72.
8.
FrenchD. C., & WaasG. A. (1987). Social-cognitive and behavioral characteristics of peer-rejected boys.Professional School Psychology, 2, 103–112.
9.
GerstenJ. C., LangerT. S., EisenbergJ. B., Simacha-FagenO., & McCarthyE. D. (1976). Stability and change in types of behavioral disturbance of children and adolescents.Journal of Abnormal Child Psychology, 4, 111–127.
10.
GoldsteinA. P., SprafkinR. P., GershawN. J., & KlineP. (1980). Skillstreaming the adolescent: A structured learning approach to teaching prosocial skills.Champaign, IL: Research Press.
11.
GreshamF. M. (1981). Social skills training with handicapped children: A review.Review of Educational Research, 51, 139–176.
12.
GreshamF. M. (1983). Social validity in the assessment of children's social skills: Establishing standards for social competency.Journal of Psychoeducational Assessment, 1, 297–307.
13.
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.
14.
GreshamF. M., & LemanekK. L. (1983). Social skills: A review of cognitive-behavioral training procedures with children.Journal of Applied Developmental Psychology, 4, 439–461.
15.
HainsA. A., & HainsA. H. (1987). The effects of a cognitive strategy intervention on the problem-solving abilities of delinquent youths.Journal of Adolescence, 10, 399–413.
16.
HainsA. A., & HainsA. H. (1988). Cognitive-behavioral training of problem solving and impulse control with delinquent adolescents.Journal of Offender Counseling, Services, and Rehabilitation, 12, 95–113.
17.
HartupW. W. (1979). The social worlds of childhood.American Psychologist, 34, 944–950.
18.
HughesJ. N. (1988). Cognitive behavior therapy with children in schools.New York: Pergamon.
19.
KendallP. C., & BraswellL. (1982). Cognitive-behavioral self-control therapy for children: A component analysis.Journal of Consulting and Clinical Psychology, 50, 672–689.
20.
KendallP. C., & MorisonP. (1984). Integrating cognitive and behavioral procedures for the treatment of socially isolated children. In MeyersA. W., & CraigheadW. E. (Eds.), Cognitive behavior therapy with children. (pp. 261–288) New York: Plenum.
21.
KennedyM. G., FeinerR. D., CauseA., & PrimaveraJ. (1988). Social problem solving and adjustment in adolescence: The influence of moral reasoning level, scoring alternatives, and family climate.Journal of Clinical Child Psychology, 17, 73–83.
22.
KnapczykD. R. (1988). Reducing aggressive behaviors in special and regular class settings by training alternative social responses.Behavioral Disorders, 14, 27–39.
23.
LarsonK. A., & GerberM. M. (1987). Effects of social metacognitive training for enhancing overt behavior in learning disabled and low achieving delinquents.Exceptional Children, 54(3), 201–211.
24.
LochmanJ. E., BurchP. R., CurryJ. F., & LampronL. B. (1984). Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys.Journal of Consulting and Clinical Psychology, 52, 915–916.
25.
LochmanJ. E., & CurryJ. F. (1986). Effects of social problem-solving training and self-instruction with aggressive boys.Journal of Clinical Child Psychology, 15, 159–164.
26.
LochmanJ. E., LampronL. B., BurchP. R., & CurryJ. F. (1985). Client characteristics associated with behavior change for treated and untreated aggressive boys.Journal of Abnormal Child Psychology, 13, 527–538.
27.
LochmanJ. E., LampronL. B., GemmerT. C., HarrisS. R., & WyckoffG. M. (1989). Teacher consultation and cognitive-behavioral interventions with aggressive boys.Psychology in the Schools, 26, 179–188.
28.
LongS. J., & ShererM. (1984). Social skills training with juvenile offenders.Child and Family Behavior Therapy, 6(4), 1–11.
29.
LovejoyM. C., & RouthD. K. (1988). Behavior disordered children's social skills: Increased by training, but not sustained or reciprocated.Child and Family Behavior Therapy, 10(2/3), 15–27.
30.
MargalitM., WeiselA., HeimanT., & ShulmanS. (1988). Social skills and family climate of behaviorally disordered adolescents.Behavioral Disorders, 13, 253–262.
31.
OdenS., & AsherS. R. (1977). Coaching children in social skills for friendship making.Child Development, 48, 495–506.
32.
PhillipsE. (1978). The social skills basis of psychopathology.New York: Grune & Stratton.
33.
SchlossP. J., HoltJ., MulvaneyM., & GreenJ. (1988). The Franklin-Jefferson program: Demonstration of an integrated social learning approach to educational services for behaviorally disordered students.TEACHING: Behaviorally Disordered Youth, 4, 7–15.
34.
SernaL. A., SchumakerJ. B., HazelJ. S., & SheldonJ. B. (1986). Teaching reciprocal social skills to parents and their delinquent adolescents.Journal of Clinical Child Psychology, 15, 64–77.
35.
StarT. Z. (1986). Group social skills training: A comparison of two coaching programs.Techniques: A Journal for Remedial Education and Counseling, 2, 24–38.
36.
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.
37.
YuP., HarrisG. E., SolovitzB. L., & FranklinJ. L. (1986). A social problem-solving intervention for children at high risk for later psychopathology.Journal of Clinical and Child Psychology, 15, 30–40.
