Social Skills Training

Research has indicated that many exceptional children have social skills deficits related to academic performance and peer interaction skills. Investigators have called for the utilization of special education teachers as trainers of their students' social behavior. Survey research of teachers' attitudes has suggested that they value academically related over peer-to-peer skills. In the present study we investigated the type and frequency of social skills listed in 469 students' Individualized Education Programs (IEPs) in a rural special education cooperative. Results indicated that the majority of IEPs that contained social skills objectives listed academically related social skills. There appeared to be a lack of emphasis on interpersonal skills as indicated through the IEP analysis. Recommendations for expanding this research to include more direct measures of social skills training practices in schools were made.

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