ERIC Number: ED304846
Record Type: RIE
Publication Date: 1988
Reference Count: 0
Instructional Interventions to Improve Social Competence. Chapter Eighteen.
Sargent, Laurence R.
A conceptual framework of social competence is presented to formulate actions that will enhance the social competence of learners with mental disabilities. This chapter discusses the individual's culturally determined inputs; the processes of social affects, social skills, and social thinking; and the desired social outcomes. The history of social competence training is reviewed, followed by a rationale indicating the need for improving social competence. No single approach to building social competence is cited as being totally satisfactory. The approach selected for use will depend on a wide range of variables including age, mental ability, practice opportunities, communication skills, and a host of concerns related to the unique needs of individuals. Instructional techniques are presented for improving social affect, developing social cognition, and teaching specific social skills. Procedural steps for teaching social skills involve establishing the need, identifying the skill components, modeling the skill, role playing the skill, practicing, and generalization. The paper concludes with a teaching approach to maintenance and generalization. (JDD)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Robinsin, Greg A., Ed., and others. "Best Practices in Mental Disabilities. Volume Two"; see EC 212 523.