ERIC Number: ED331233
Record Type: RIE
Publication Date: 1990
Toward a Definition of Social Skills: Implications for Adults with Mental Retardation in Employment Settings.
This paper proposes a definition of social skills in order to operationalize the components that need to be considered when teaching social skills to individuals with mental retardation in employment settings. It also presents current approaches to teaching social skills in employment settings. Social skills are defined as goal-oriented, rule-governed learned behaviors that are situation specific and vary according to social context; they also involve both observable and nonobservable cognitive and affective elements that assist in eliciting positive or neutral responses and avoiding negative responses from others. Five different approaches used to train social skills in employment settings are described, including: social skill training packages (generally consisting of a rationale for a given behavior, modeling, practice through role-play, and feedback); social scripts; training in natural work settings; self-control training; and process training. Process training addresses most of the components specified in the definition, but the need for more research on the role of this approach in training social skills is emphasized. (Approximately 50 references.) (JDD)
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Rusch, Frank R., Research in Secondary Special Education and Transitional Employment; see EC 300 209.