Abstract
The differences in teacher-rated social skills among gifted, severe behavior handicap, specific learning disability, developmental handicap, and regular education students were investigated. The Social Behavior Assessment-Teacher Version was used to obtain the ratings. The results indicated that gifted students had the most positive and that severe behavior handicap students had the most negative social skills ratings. Significant differences (p < .05) in social skills ratings were obtained between all exceptional student comparisons with the exception of the specific learning disability students compared to developmental handicap students. Social skills ratings increased the overall agreement with existing school system classifications of exceptional students when used in combination with intelligence and academic achievement contrasted with the degree of agreement when social skills ratings were not used (p < .01). A recommendation was made to include social skills assessment as a component of the multi-factored psychoeducational assessment of exceptional students.
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