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Teaching game‐playing social skills using a self‐monitoring treatment package
Author(s) -
Gumpel Thomas P.,
Golan Hedva
Publication year - 2000
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(200005)37:3<253::aid-pits5>3.0.co;2-i
Subject(s) - psychology , prosocial behavior , social skills , social competence , self monitoring , competence (human resources) , repertoire , generalization , developmental psychology , social psychology , applied psychology , social change , mathematical analysis , physics , mathematics , acoustics , economics , economic growth
We examined an alternative model to social skills and social competence training through conceptualizing social skills deficits according to a dichotomous model of either (a) not possessing the necessary skill in the behavioral repertoire or (b) possessing the skill but not using it appropriately. We hypothesized that many skills deficits could be explained by the latter interpretation. Using an ABAC design we compared the use of two behavioral monitoring systems: self‐monitoring and group monitoring of social skills while playing board games. The data suggest substantial increases in prosocial behaviors along with concomitant reductions in antisocial behaviors as a result of the two monitoring procedures. Data also show generalization across gaming situations and maintenance over time. Suggestions are presented for further research to isolate the role of self‐regulation in social skills research. © 2000 John Wiley & Sons, Inc.

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