Contemporary Issues in Social Skills Research With Mentally Retarded Persons

Abstract

There is consistent evidence that a majority of mildly and moderately mentally retarded persons adjust to community environments upon leaving school. Mental age and academic achievement appear not to have a significant influence on adjustment. Other features, including interpersonal skills and social competence do have a strong bearing on community adjustment.In view of this, numerous studies over the past two decades have been conducted to evaluate social skill enhancement strategies. Unfortunately, there are serious limitations to this literature.Specifically, (a) the absence of a conceptual base has resulted in the failure of research to build a comprehensive body of knowledge; (b) training priorities have not been matched to learner characteristics or needs; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision ; (e) investigators seldom evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not demonstrated that community integration and adjustment can be enhanced through training.

A Model of Social Interaction to Guide Occupational Therapy Practice

“…While we are unable to observe the reception, interpretation, and planning of social actions, social enactment skills can be observed. Trower et al (1978) classified social skills according to whether the actions were related to voice quality, non-verbal behaviour, or conversation, whereas Schloss and Schloss (1985) stated that social interpersonal skills encompass verbal, paralinguistic, and nonverbal aspects of communication. Some have suggested that both the verbal and nonverbal components of social enactment skills and the stylistic aspects of these skills should be considered (Christoff & Kelly, 1985;Liberman et al, 1986).…”

The Relationship between Student Self-Ratings and Teacher Ratings of Special Needs' Students Interpersonal Relations Skills

“…Employers, teachers, and researchers are beginning to understand the impact of social ability on successful employment (Abram, Covert, & Kitchen, 1979;Bullis & Foss, 1986;Schloss & Schloss, 1985;Wiant, 1977). The importance of interpersonal relations skills is especially emphasized in special needs populations (Burell & Talarico, 1982).…”

Videotaped Training of Job-Related Social Skills Using Peer Modeling: An Evaluation of Social Validity

“…Interview findings indicated that three social-vocational skills were rated as most important by all respondents: (a) following instructions, (b) responding appropriately to correction, and (c) asking for more work. These behaviors were similar to those identified as important in the literature (e.g., Foss & Peterson, 1981;Lovett & Harris, 1987a, 1987bSalzberg et al, 1986;Schloss & Schloss, 1985) and were, therefore, selected as the targets of training (Sundel, 1990).…”

“…The literature review identified social-interpersonal behaviors considered to be most relevant for successful community living of adults with mental retardation. The following behaviors were identified as most important for vocational success: following instructions; responding appropriately to criticism; requesting assistance as needed; interacting appropriately with co-workers; maintaining an appropriate personal appearance; obtaining information and materials before job; working independently of direct supervision; and refraining from bizarre or irritating behavior (e.g., Foss & Peterson, 1981;Lovett & Harris, 1987a, 1987bSalzberg, Agran, & Lignugaris/Kraft, 1986;Schloss & Schloss, 1985). Interview findings indicated that three social-vocational skills were rated as most important by all respondents: (a) following instructions, (b) responding appropriately to correction, and (c) asking for more work.…”