Confusion and Failure in Facilitating Generalized Social Responding in the School Setting: Sometimes 2 + 2 = 5

Abstract

Although social skills instruction is widely cited as an effective intervention for a variety of problem behaviors, research does not support the generalization of its effects across settings. Practices that have been sufficient to achieve generalization in academic instruction have been insufficient in achieving similar outcomes for social instruction. Historical confusion and failure in facilitating generalized behaviors can be attributed to the complexity of the social environment. Due to the complexity of this problem, those who provide social skills instruction must adapt best practices for instruction and generalization. This article (a) analyzes generalization failures; (b) outlines some critical differences between instruction in social and academic skill areas; and (c) suggests the depth of analysis, instruction, and facilitation that will be required to achieve generalization of social skills.