Social skills training with mildly retarded young adults

Described a social skills assessment and training model for use with mildly retarded young adults (N = 20). The assessment procedure examined social behavior in three types of social situations (e.g., conversational situation, cooperative task and assertive situation) with both male and female respondents. Group behavioral social skills training was compared with a no treatment control condition using various dependent measures collected in the in-vivo social situations. Group behavioral social skills training was more effective than the control condition in increasing positive social behavior, attention to the transaction, and degree of empathy. It was also more effective than a control condition in decreasing negative social skill behavior. A situation effect also was observed, which suggests a need for more focus on particular social skills and a need to address issues of generalization. A comprehensive social skills assessment and training model is discussed.