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Teaching social skills to emotionally disturbed adolescent inpatients
Author(s) -
Foxx R. M.,
McMorrow Martin J.,
Hernandez Michele,
Kyle Martha,
Bittle Ron G.
Publication year - 1987
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.2360020202
Subject(s) - psychology , social skills , multiple baseline design , generalization , clinical psychology , developmental psychology , peer group , action (physics) , medical education , intervention (counseling) , psychiatry , medicine , mathematical analysis , physics , mathematics , quantum mechanics
A social skills training program was evaluated with emotionally disturbed adolescent inpatients. The targeted social skills required an action or reaction within six skill areas. The program was adapted from a commercially available social skills training game that features the use of response specific feedback, self‐monitoring, individualized reinforcers, and individualized performance criteria. A peer conducted the baseline and posttraining sessions while the training was conducted by an adult who had no previous interactive history with the subjects. A multiple baseline design across groups demonstrated that the program increased appropriate responding in all skill areas and that these effects generalized during the posttraining peer conducted sessions. A generalization test indicated that the subjects used their newly learned skills with a novel adult outside the training setting. The program appears quite applicable to emotionally disturbed adolescents since it targets skills in a variety of areas and employs standardized procedures to enhance replicability.