Using A Process Social Skills Training Approach with Adolescents with Mild Intellectual Disabilities in a High School Setting

Abstract

We examined the effectiveness of a process social skills training approach (McFall, 1982) with two high school students with mild intellectual disabilities who exhibited social skills deficits. Participants were taught the social process approach using a combination of instructor feedback and peer tutoring. The intervention was evaluated using a multiple baseline design. Results indicated that the intervention package was successful in promoting generalization of the targeted social skills from the training setting to the classroom for both students. Additionally, both students demonstrated increases in the use of untrained social skills across multiple social contexts within the school. Participants maintained these skills for up to six weeks following the removal of the intervention.