Facilitating interpersonal functioning with peers in learning-disabled children.

Abstract

A social skills training program involving four learning disabled boys, ages 12 to 16, with poor peer relationships is described and discussed. The program focused on training joining skills (initiating social interactions) and communication-conversation skills through modeling, coaching, and behavioral rehearsal strategies. The data suggested that both joining and conversation skills were problems for the boys, and that participation in the social skills training program resulted in improvement in interpersonal skills and in the frequency of interactions with peers. The need for further research on this and related programs is highlighted.