Evaluation of the Dating Skills Program for Improving Heterosocial Interactions in People with Mental Retardation

Abstract

The effectiveness of a social skills training program for improving heterosocial interactions in persons with mental retardation was examined. Moderate to borderline mentally retarded subjects were selected based on problems with social anxiety and social skill deficits. Subjects were then randomly assigned to either a 12-session Dating Skills Program (DSP) or a wait list control (WLC) group. Assessments of social skills in a role-play test, knowledge about social/sexual situations, and social anxiety were obtained for all subjects at baseline, posttreatment, and at an 8-week follow-up. In addition, naturalistic observations were made of interactions of subjects in the DSP group. Subjects who participated in the DSP showed improvements in social skill and social/sexual knowledge at posttest and at follow-up compared to subjects in the WLC group. Social anxiety did not change over time for either group of subjects. Subjects who received the DSP increased interactions with persons of the opposite gender over time, while same-gender interactions decreased. The results replicate and extend previous research on the Dating Skills Program, and suggest that social skills training interventions may improve the heterosocial interactions of adults with mental retardation.

Identifying Effective Methods for Teaching Sex Education to Individuals With Intellectual Disabilities: A Systematic Review

“…For example, a goal reported in some of the studies was to increase the sexual knowledge of the participants (Caspar & Glidden, 2001;Dukes & McGuire, 2009;Garwood & McCabe, 2000;Lindsay, Bellshaw, Culross, & Staines, 1992;Lumley, Miltenberger, Long, Rapp, & Roberts, 1998;McDermott, Martin, Weinrich, & Kelly, 1999;Robinson, 1984;Valenti-Hein, Yarnold, & Mueser, 1994;Wells, Clark, & Sarno, 2012;Zylla & Demetral, 1981). Formulating more specific goals requires defining exactly which kinds of sexual knowledge individuals with intellectual disabilities need to have to increase their positive sexual experiences.…”

“…Moreover, generalization of skills to real-life situations should be considered, because knowledge about the correct behavior does not necessarily lead to a change in behavior, and demonstration of behavior during role-play does not automatically lead to the implementation of the appropriate behavior in real-life situations (Bruder & Kroese, 2005;Caspar & Glidden, 2001;Dukes & McGuire, 2009;Garwood & McCabe, 2000;Lindsay et al, 1992;Lumley et al, 1998;McDermott et al, 1999;Robinson, 1984;Valenti-Hein et al, 1994;Wells et al, 2012;Zylla & Demetral, 1981). It makes sense, then, that when evaluating a sex education program one must also consider assessing skills in situ.…”

A Review of Research on Sexual Education for Adults With Intellectual Disabilities

“…From these four studies, approximately 17 adults were diagnosed with mild ID, 18 with moderate ID, and one with severe ID. Mueser et al (1987) and Valenti-Hein et al (1994) included adults with mild to moderate ID but did not specify the number of individuals with these diagnoses or the ages of participants. Two of the six studies included sufficient information to confirm the presence of ID using IQ scores (Dukes & Mcguire, 2009;Zylla & Demetral, 1981).…”

A computer‐based interactive multimedia program to reduce HIV transmission for women with intellectual disability

“…Based on the literature and our previous work, an effective approach to promoting safer behaviour among women with ID is a knowledge‐based, socio‐behavioural skills model. Although the process for teaching decision‐making and social skills to people with ID is qualitatively different than the process for people without ID, the fundamental nature of the task is not different (Valenti‐Hein et al . 1994; Wehmeyer & Kelchner 1994; Moffatt et al .…”

“…Based on the literature and our previous work, an effective approach to promoting safer behaviour among women with ID is a knowledge-based, sociobehavioural skills model. Although the process for teaching decision-making and social skills to people with ID is qualitatively different than the process for people without ID, the fundamental nature of the task is not different (Valenti-Hein et al 1994;Wehmeyer & Kelchner 1994;Moffatt et al 1995;Huang & Cuvo 1997). In the context of high-risk behaviour, the ability to: (1) recognise high-risk behaviour and situations; (2) select an appropriate response; and (3) implement those decisions are all critical components of making responsible, prosocial decisions.…”