This study examined the differences among social skills and problem behaviors of disabled (n = 22) and nondisabled (n = 27) preschoolers on Social Skills Rating System–Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and S teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.
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