ENHANCING GENERALIZATION OF LEARNED BEHAVIORS FROM SOCIAL SKILLS TRAINING WITH HYPERACTIVE AND CONDUCT-DISORDERED CHILDREN

The present study examined the generalization effects of a Social Skills Training program with hyperactive/conduct-disordered children. Previous research has found that a Social Skills Training program consisting of instructions, modeling, rehearsal, and feedback is effective in teaching these children requisite social skills, but fails to produce lasting changes in the natural environment. This study added measures specifically aimed at increasing generalization. Two groups of eight subjects were used. One group received Social Skills Training as described above as well as training in various cognitive behavioral strategies designed to increase interpersonal effectiveness. The second group received the above training as well as training in multiple natural settings, with the use of peers and adults. Both groups showed improvement over time in parent, teacher, staff, and observer ratings of social skill. Further, the group which received generalization programming appeared to exhibit greater improvement over time as demonstrated by parent and teacher ratings. However, this group difference did not reach statistical significance. Neither group demonstrated significant increases in on-unit behavioral observations of their specifically trained skills. Results are discussed with reference to implications for future use of Social Skills Training and suggestions for further research are made.