The relationship of self-injurious behavior and aggression to social skills in persons with severe and profound learning disability

Abstract

In this study, we investigated differences in social skills among four groups of individuals with severe and profound learning disabilities. The comparison groups were composed of individuals engaging in self-injurious behavior, aggression, both behaviors, or neither of the behaviors. We measured social skills using the Matson Evaluation of Social Skills for Individuals with Severe Retardation, a standardized assessment of social skills in persons with severe or profound learning disability. The results indicated that individuals displaying maladaptive behaviors exhibited a restricted range of social behaviors compared to controls. Also, group membership based on self-injury and aggression was predicted based on profiles of scores on the Matson Evaluation of Social Skills for Individuals with Severe Retardation. These findings are consistent with reports in other studies that note social skills deficits in aggressive and self-injurious persons with learning disabilities. However, in this case a standardized assessment of these deficits was possible and specific skills problems were identified. Implications of the findings for identification and treatment of self-injury and aggression are discussed.