The paper examines research on social skills instruction for learning disabled young adults. It is suggested that learning disabled young adults must develop methods of analyzing their social inadequacies. Such analyses may come from the young adults, when they are able to apply metacognition skills to social situations. Parents, teachers, and/or counselors may also assist in the analyses through the administration of published assessment instruments and self-analyses. Self-assessment scales are reviewed, and a set of modified checklists is proposed for the individual and the parents. The value of self-monitoring is stressed. A model for developing social skills at the late middle school and secondary level is described which incorporates efforts of students, parents, teachers and others in developing skills for surviving in the non-academic setting. (CL)