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Generalization, Maintenance, and Behavioral Covariation Associated with Social Skills Training Through Structured Learning
Gary M. Sasso, Kristine J. Melloy and Kenneth A. Kavale
Vol. 16, No. 1 (November 1990), pp. 9-22
Published by: Council for Exceptional Children
Stable URL: http://www.jstor.org/stable/23886623
Page Count: 14
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This investigation assessed the effects of social skill training using a structured learning model on the behavior of three children with behavioral disorders. Specifically, the acquisition, maintenance, and generalization of target skills were measured across an entire school year using a multiple probe design across behaviors. In addition, negative responses were measured to determine if they would covary with the social skills. Results show an increase in frequency for most skill areas, an inverse relationship across negative behaviors, maintenance over time, and moderate levels of generalization to nontreatment settings. These results are discussed in relation to effective social skills training and the integration of children with behavioral disorders.
Behavioral Disorders © 1990 Council for Exceptional Children