Direct, observational, and generalization effects of social skills training with emotionally disturbed children

Authors

• Johnny L. Matson, University of Pittsburgh School of Medicine
• Karen Esveldt-Dawson, University of Pittsburgh School of Medicine
• Frank Andrasik, University of Pittsburgh School of Medicine
• Thomas H. Ollendick, University of Pittsburgh School of Medicine
• Theodore Petti, University of Pittsburgh School of Medicine
• Michel Hersen, University of Pittsburgh School of Medicine

Abstract

Four emotionally disturbed, hospitalized children between 9 and 11 years of age were treated for social skill deficits. Training was evaluated in a multiplebaseline design across subjects and included instructions, performance feedback, modeling, role playing, and social reinforcement. Furthermore, training was conducted in a group and utilized natural role-play situations. Initially, two children were trained while the other two observed training. This procedure was used to evaluate the effects of observational learning. Later, treatment conditions were reversed. Observational learning was of minimal benefit. The effects of direct social skills treatment, however, were immediate and generalized to untreated scenes and to behavior on the ward. Effects were maintained at a 15-week follow-up. © 1980 Association for Advancement of Behavior Therapy.

Publication Title

Behavior Therapy

Recommended Citation

Matson, J., Esveldt-Dawson, K., Andrasik, F., Ollendick, T., Petti, T., & Hersen, M. (1980). Direct, observational, and generalization effects of social skills training with emotionally disturbed children. Behavior Therapy, 11 (4), 522-531. https://doi.org/10.1016/S0005-7894(80)80068-2