Social Skills Training Research Articles

Assessment and Social Skills Training in Psychology Students

Assessment and Social Skills Training in Psychology Students

Effect of Social Skills Training Counselling on Academic Anxiety among Secondary School Students in Kano Metropolis, Kano State, Nigeria

Secondary school students are at their adolescent stage, during this stage many adolescents are face with problem of anxiety, therefore there is the need for proper counseling program to which would improve their ability to recognize, understand and manage their emotions. The study assessed the effect of Social Skills Training Counselling Technique on academic anxiety among Secondary School Students in Kano Metropolis, Kano State, Nigeria. The objectives of the study were to find out the level of academic anxiety among Secondary School Students in Kano Metropolis, Kano State, effect of Social Skills Training counselling technique on academic anxiety among Secondary School Students in Kano Metropolis, Kano State and difference in the effect of Social Skills Training counselling technique on academic anxiety between boys and girls Secondary School Students in Kano Metropolis, Kano State. Based on these objectives one correspondent research question and two null hypotheses were formulated to guide the study. Quasi experimental design in form of pretest posttest only design was employed in the study. The population of this study comprised both male and female SS II students in senior secondary school students in Kano Metropolis, Kano State. Out of 145 SS II students identified with higher academic anxiety (60) SSII students were proportionally selected from the target population to form the sample size. The data collection instruments used for pretest and posttest in the study was an adopted instrument “Academic Anxiety Inventory”. Validity and reliability of the instrument was obtained and the reliability index of 0.68 was established. The t-test for related sample and for independent sample were used to test the hypotheses at 0.05 level of significance. The study found out, the level of Academic Anxiety among senior secondary school students in Kano Metropolis, Kano State is high with 50%, there is significant effect of Social Skills Training (SST) counselling technique on Academic Anxiety among senior secondary school students in Kano Metropolis, Kano State and there is no significant difference in the effect of SST counselling technique on Academic Anxiety between Boys and Girls senior secondary school students exposed to SST Counselling technique in Kano Metropolis, Kano State. It is recommended that since there is no significant difference in the effect of social skills training counseling technique on academic anxiety between boys and girls senior secondary school students in Kano state therefore the same treatment package of social skills Training counseling technique should be applying for both boys and girls students to reduce higher level of academic anxiety

RECURSOS EDUCACIONAIS PARA ESTUDANTES COM TRANSTORNO DO ESPECTRO DO AUTISMO (TEA): SÍNTESE DE EVIDÊNCIAS QUALITATIVAS

ABSTRACT Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises communication and social skills. This study aimed to analyze the educational resources used by technical and higher education professionals who deal with students with ASD. This review was registered in PROSPERO CRD42020212986 and followed the recommendations of the Standards for Reporting Qualitative Research (SRQR) checklist. The scientific databases used in the search were Medline via PubMed, Embase, Web of Science and Lilacs. Ten articles were selected for the review. The educational resources that stood out along the way were: training in social and organizational skills; educational/professional support and monitoring; technological artifacts for audiovisual interaction; and assessment tools with educational capabilities. It is understood that the improvement of educational resources, emphasizing clear and objective communication, as well as the sociability of classes, becomes essential to promote a more effective and stimulating educational environment for the learning of autistic students.

Social Skills Training for College Students: a pilot study

Social Skills Training for College Students: a pilot study

Evaluation of a Life Functioning Goal Attainment Psychosocial Treatment Program for Adults with Psychotic Disorders

Purpose: To determine if the use of an integrated goal attainment cognitive behavioral social skill training program can impact serious mental illness related treatment and life functioning avolition. Methods: The attendance and goal attainment progress of thirty-eight serious mental ill diagnosed adults admitted to psychiatric clinic’s integrated goal attainment cognitive behavioral social skills group training program were studied. Demographic (age, gender, race, education), clinical (psychiatric diagnosis, trauma history), and life experience (work, income, housing, relational status, friendship support, incarceration and drug arrest histories) variables were compared to identify possible program attendance and goal attainment level associations and differences. Results: Participants attended a mean of 8 program days of the 6 to 8-week program with younger and unmarried attending significantly more days than older and married participants. Greater attendance and participation rates were positively correlated with higher levels of assessed goal attainment. Conclusions: Individuals with serious mental illness conditions are likely to voluntarily attend and participate in psychosocial intervention programs focused on major area life functioning goal attainment. Higher levels of attendance and participation were associated with higher levels of short-term goal attainment. Functioning focused psychosocial interventions may be effective in reducing serious mental illness related avolition.

Testing an implementation package in a housing skills training pilot for homeless-experienced persons with serious mental illness.

Evidence-based practices (EBPs) improve housing and health for persons who have experienced homelessness with serious mental illness (PEH-SMI) but are challenging to implement. We tested a strategy to support pilot implementation of a 12-session housing skills training intervention for PEH-SMI, tailored from effective social skills training interventions. We aimed to optimize the implementation strategy and intervention prior to an implementation trial. We provided training and technical assistance to nine providers to support pilot implementation of this intervention to six groups of PEH-SMI (n = 35) engaged in VA Greater Los Angeles' homeless services. We used scales and semi-structured interviews with 14 PEH-SMI and all interventionists to inform implementation strategy adaptations, identify factors that impacted implementation, and assess perceptions of the intervention. Attendance was tracked and we observed a random sample of each interventionist's groups to assess treatment fidelity. Interventionists perceived the implementation strategy and the intervention favorably. However, interventionists often lacked physical space, staff, and resources (e.g., computers) to conduct the intervention. Interventionists found the content valuable for participants and a few suggested that group engagement should be a prerequisite for obtaining housing services. PEH-SMI were interested in the intervention's content and receptive to the group-based format. Participants attended a mean of 4 ± 3/12 groups; all groups observed had acceptable fidelity. Problems with intervention retention were described, suggesting challenges maintaining group participation when participants transitioned between VA homeless services. To support the implementation of an EBP for PEH-SMI in homeless programs, these data suggest the value of training/technical assistance and strategies that enhance program-level buy-in to address resource concerns. Intervention adaptations, e.g., using a drop-in, open group format, in community-based settings that are easily accessible to PEH-SMI, may also increase adoption. This project was registered as "Improving Housing Outcomes for Homeless Veterans" Trial registration NCT03646149, registered 8/24/2018.

Utilizing Effective Communication in Interactions with Same-Age Peers: Children Aged 4-5 Years

The use of effective communication by young children aged 4-5 years in interactions with peers is very important because it has a very influential impact on the social development and communication skills of children. The aim of this research is to determine the use of effective communication by young children aged 4-5 years in interactions with peers. This research method uses qualitative methods with observation, interviews and documentation methods. The results of this research show that the use of effective communication by young children aged 4-5 years in interactions with peers is very important due to the social development and communication skills of children. From this research it can be concluded that the use of effective communication by young children aged 4-5 years in interactions with peers is very important for social development as well as training social skills in children and children being able to control their own emotions. Therefore, the researcher hopes that future researchers will further develop the use of effective communication from young children aged 4-5 years in interactions with peers. The researcher also recommends to future researchers to use this research as a reference in conducting research on the use of effective communication in early childhood 4-5 years old in interactions with peers.

Frontlines and Crossroads: The Impact of COVID-19 on the Motivations of Medical Students from Selected Philippine Medical Schools in Pursuing Their Medical Studies

BACKGROUND: The onset of the COVID-19 pandemic made changes to the Philippine medical education system to transfer to an online setting, which meant the loss of practical skills needed for future clinical encounters. Most students consider the desire to serve others as their motivation to pursue medicine, but stated that online learning was more favorable for theoretical lessons and not for practical skills. These students had to cope with lifestyle changes which challenged their resolve, as well as deal with the technology and infrastructure required for online learning. The study aimed to compare the strength and nature of motivations of medical students to pursue their studies before and after the onset of the pandemic, and to propose recommendations to support them through the pandemic and beyond. METHODS: Semi-structured interviews were conducted using a study questionnaire that dealt with determining respondents’ motivations for pursuing a medical degree, the impact of the pandemic and how it may have changed their motivations, and what recommendations they can propose to motivate other medical students. Interview transcripts were then analyzed through a qualitative inductive thematic analysis. Pre-clinical and clinical students (clerks and postgraduate interns) enrolled during SY 2020-2021 from Metro Manila and from among the 3 major Philippine island groups were selected to approximate the distribution of medical schools across the country. A total of 17 eligible participants were selected through purposive sampling of different personal backgrounds. Recruitment and call for participants were coursed through the Association of Philippine Medical Colleges - Student Network as well as through social media. Data from interview transcripts were familiarized and ideas from important recurring patterns shared among respondents’ answers were made into codes, which were subsequently organized into themes both unique and generalizable across student groups. RESULTS: Six major themes arose: 1) Contextualizing the pre-clinical and clinical experiences, 2) Challenges of online learning; 3) Desire for lived experience; 4) Tensions between personal contexts and online learning; 5) Grit driven by a desire to serve; 6) Resilience over adversity and sunk cost. Most pre-clinical students were motivated to pursue medicine by a desire to serve, while clinical students were straightforward about financial reward as motivation. Despite the limitations of online education, lack of social interaction and skills training, medical students had strengthened motivations to continue their studies as the pandemic highlighted the need for physicians, reinforcing their intrinsic desire to serve others. Mental health and financial issues were a concern for some, but these students did not wish to quit so as not to lose momentum with their studies. CONCLUSION: While most medical students interviewed felt more motivated in pursuing their studies during the pandemic, there was a desire and a call for more support in their studies and training. Their personal stories suggested there is room for improvement in certain aspects of local medical education. Addressing their concerns through financial and educational support, and bridging clinical skills with online learning would thus help them create quality healthcare in the pandemic context and beyond.

Co-Design of a Virtual Reality Multiplayer Adventure Game for Adolescents With Autism Spectrum Disorder: Mixed Methods Study.

Virtual reality (VR) adventure games can offer ideal technological solutions for training social skills in adolescents with autism spectrum disorder (ASD), leveraging their support for multisensory and multiplayer interactions over distance, which may lower barriers to training access and increase user motivation. However, the design of VR-based game environments for social skills training is still understudied and deserves the deployment of an inclusive design approach to ensure its acceptability by target users. We aimed to present the inclusive design process that we had followed to develop the Zentastic VR adventure game to foster social skills training in adolescents with ASD and to investigate its feasibility as a training environment for adolescents. The VR game supports multiplayer training sessions involving small groups of adolescents and their therapists, who act as facilitators. Adolescents with ASD and their therapists were involved in the design and in an explorative acceptability study of an initial prototype of the gaming environment, as well as in a later feasibility multisession evaluation of the VR game final release. The feasibility study demonstrated good acceptability of the VR game by adolescents and an enhancement of their social skills from baseline to posttraining. The findings provide preliminary evidence of the benefits that VR-based games can bring to the training of adolescents with ASD and, potentially, other neurodevelopmental disorders.

Analysis of PROSPER Strategy in the Implementation of the Pancasila Student Profile Strengthening Project in Senior High School

The Pancasila learner profile strengthening project in Senior High School is an important initiative to improve the understanding and practice of Pancasila values among students. In this context, PROSPER strategy analysis is used as a relevant framework and focuses on students' psychological well-being. This article aims to outline the application of the PROSPER strategy in the implementation of the Proyek Penguatan Profil Pelajar Pancasila (the Pancasila Student Profile Strengthening Project). The research approach used is descriptive qualitative, while the research locus is carried out at SMA N Semarang, the data collection technique uses interviews, observation and documentary studies. Data validity testing uses triangulation techniques. The results of the study outlined that the PROSPER element was adapted to the educational context with the aim of strengthening the understanding and application of Pancasila values among students. Positivity is emphasised to develop positive attitudes towards Pancasila, and healthy social relationships are promoted to build collaboration among students. In addition, expected academic outcomes were linked to the understanding of Pancasila, and student strengths were identified and utilised in the project. Project objectives are linked to school goals, and students are encouraged to actively engage in activities that support understanding of Pancasila values. Students' resilience is confronted with social and emotional skills training to overcome challenges. The implications of the implementation of the PROSPER strategy contribute to the formation of a younger generation that better understands and practices the values of Pancasila in the daily and future lives of students.

Plenary Session 2: Late onset psychosis / schizophrenia

Overview: This presentation will focus on late-onset schizophrenia (LOS) as well as ageing of persons with early-onset schizophrenia (EOS). 20% of middle-aged and older patients with schizophrenia have onset of illness after age 40. LOS is characterized by female preponderance, better premorbid functioning, fewer positive symptoms, and less cognitive impairment than EOS. EOS presents a paradox of aging – i.e., there is accelerated physical aging with multimorbidity and elevated mortality, while the mental well-being tends to improve with age. Adverse social determinants of health such as childhood traumas, social isolation, discrimination, and food insecurity worsen health. On the other hand, family and social support and access to necessary healthcare enhance the likelihood of sustained remission and recovery. Antipsychotics tend to be effective at doses lower than those in young adults, though the risk of side effects is higher. Psychosocial interventions like cognitive behavior therapy and social skills training are useful. It is important to employ the principles of Positive Psychiatry including promotion of resilience, social connections, optimism, and healthy lifestyle in people with schizophrenia

A Meta-Analysis of Social Skills Interventions for Preschoolers with or at Risk of Early Emotional and Behavioral Problems.

Early social-behavioral intervention that emphasizes social skill training is critical to addressing emotional and behavioral problems in early childhood. In this meta-analysis review, we examined all the social skills intervention studies for preschoolers with, or at risk of, emotional and behavioral problems using group designs. This review included 25 studies that met the inclusion criteria. The robust variance estimation method was used to calculate the overall effect size of all the included studies, as this method can count for the pre-existing difference between the experiment and control groups. The included studies yielded an overall effect of 0.54 from the 151 effect sizes that were obtained for the 3484 preschool participants. Curriculum, integration, and treatment fidelity were identified as significant moderators of effects.

Unlocking Potential: The Development and User-Friendly Evaluation of a Virtual Reality Intervention for Attention-Deficit/Hyperactivity Disorder

(1) Background: Attention-Deficit/Hyperactivity Disorder (ADHD) is typically first diagnosed in early childhood. Medication and cognitive behavioural therapy are considered effective in treating children with ADHD, whereas these treatments appear to have some side effects and restrictions. Virtual reality (VR), therefore, has been applied to exposure therapy for mental disorders. Previous studies have adopted VR in the cognitive behavioural treatment for children with ADHD; however, no research has used VR to develop social skills training for children with ADHD. This study aimed to develop a VR-based intervention (Social VR) to improve social skills in children with symptoms of ADHD. Prior to conducting the pilot trial to assess the effectiveness of Social VR, valuable user feedback was gathered regarding the mechanics of Social VR, satisfaction and motion sickness. This study presented the development and preliminary usability of Social VR to enhance social interaction skills among children with ADHD. (2) Methods: The development process of the Social VR intervention was demonstrated. The Social VR intervention consisted of three scenarios, namely MTR, Campus and Market and Restaurant. In the usability study, 25 children with ADHD were recruited to test the Social VR during the preliminary usability stage of a clinical trial at preinclusion. The participants completed a survey about their experience of playing Social VR, satisfaction, and motion sickness. (3) Results: The participants indicated the three conditions had easy-to-follow instructions, were easy to pick up, and that they understood when the situations changed. The control and beauty of the graphics of Market and Restaurant were relatively lower compared with those of MTR and Campus. The three scenarios are applicable to children diagnosed with any subtype of ADHD. (4) Conclusion: The participants were satisfied with Social VR. Social VR was generally considered realistic and immersive. Further trials to assess the feasibility and efficacy were discussed. If proven effective, VR-based intervention can be an adjunctive approach to current multimodal training for children with ADHD.

Assessing the Impact of Behavioral Activation Therapy on Physiological and Chemical Markers of Depression in Adolescents: A Study in Puducherry Schools

Background: According to WHO, Sep 2020 reported globally, depression is the leading cause of illness and disability among adolescents aged 15-19 years. Adolescence is a period in which an individual undergoes physical, psychological and cognitive changes. Additionally, the adolescent experiences changes in social expectations and perceptions. This affects how the adolescents feel, think, make decisions, and interact with the world around them. The main aim of the study is to assess the effectiveness of Behavioral Activation Therapy on Bio-physiological and Biochemical measures on Depression among Adolescents. Methods: True experimental research design (Pretest and posttest design) was obtained for this study to check the feasibility of the effectiveness of Behavioral Activation Therapy among adolescents with Mild and Moderate Depression. Demographic variables and a standardized tool Beck Depression Inventory-II (BDI-II) was given to the study participants. The total sample size was 150 adolescents with Mild and Moderate Depression. True experimental research design was used between two group pretest and posttest design). BMI and Salivary Cortisol was calculated prior to the interventions and after the interventions in experimental group and control group. Experimental group received Behavioral Activation Therapy and routine care for control group. Behavioral Activation Therapy involves 10 weeks sessions Situation-mood-activity cycle, solving intruistic issues, social skills training, shaping healthy behaviors, rewards and follow up behavior contract. Theduration of intervention was three months. After three months of duration Post test was conducted in both experimental and control group. The data were analyzed by using descriptive and inferential statistics. Data were tabulated by Sigma plot software.

Analysis of teachers’ cooperative learning strategies and practices in physical education

ABSTRACT Teachers as implementers of the curriculum have a vital role in delivering (Casey et al., 2009) reflecting teaching approaches in physical education classes. Cooperative learning is a teaching approach that meets the curricular requirements in Germany as well as considers the increasing heterogeneity of students. However, there is limited research about strategies and practices, which teachers use to implement cooperative learning successfully in physical education. To bridge this gap, our study examines teachers’ perspectives on implementation strategies and application approaches of cooperative learning lessons. Semi-structured interviews were conducted with 20 German physical education teachers based on the principle of contrasting. The interviews were conducted from October to November 2022 as problem-related interviews, guided by a theory-based semi-structured guideline. We used qualitative content analysis to analyse the interview data. Analysis was expanded to identify different types of practicing cooperative learning in physical education. The findings reveal that teachers address and implement forms of cooperative learning quite heterogeneously. Teachers’ implementation strategies were bottom-up, top-down or hybrid. Reactions to difficulties were avoidance, flexibility, implementing rules, training social skills or restructuring. In addition, five different types of cooperative learning practices were determined (‘the avoider’, ‘the quitter’, ‘the student-centred’, ‘the theory-led’ and ‘the flexible one’). While ‘the avoider’ and ‘the quitter’ type teachers stopped using cooperative learning, the other types used this teaching approach often in their physical education classes. ‘The flexible one’ used the hybrid implementation of cooperative learning and reported the lowest difficulties. Our findings contribute to a better understanding of teachers’ strategies and practices to depict how cooperative learning processes in physical education are implemented. Findings can be used to further develop concepts for cooperative learning in physical education. At the same time, this may help to better prepare teachers to realise cooperative learning arrangements and to deal successfully with corresponding challenges.

The Use of Online Social Skill Training (SST) Based on Comparison of Online and face-to-face (F2F) SST For Adults and Adolescents with Developmental Disabilities (DD) or its Tendencies

Introduction: The Coronavirus Disease (COVID-19) pandemic has made it difficult to conduct face- to-face (F2F) Social Skill Training (SST) based on discussions among clients. Therefore, we decided to start online SST using Zoom. Objectives: The purpose of this study is to identify differences between online and F2F SST based on their practices, and to propose ways to use online SST in the future Method: This questionnaire was answered by staff (9 people) who experienced both online and F2F SST. The questionnaire consisted of 5 sub-categories for a total of 23 items. The six-point scale results were analyzed using the Wilcoxon signed rank test. The open-ended questionnaire was analyzed according to the “Steps for Coding and Theorization” (SCAT) method, developed for analyzing qualitative data. Results: Analyses revealed that in online SST it was significantly harder to see the client’s facialexpression compared with F2F. From the qualitative analysis results, online SST had a distinctive conversation structure. Besides, online SST had the merit of acquiring communication skills such as joining conversation using chat, adjusting the participation environment by yourself and, creating sentences using computer. Conclusion: Although it was difficult to see the client’s facial expressions on online SST,it is considered that online SSTs may be easier to participate in than face-to-face SSTs because of the unique conversational structure in which staff choose the next speaker to continue or start the conversation, the use of chat, and the ability for clients to participate in SSTs in an environment that suits them.

Self-Reported Autistic Traits and Stress Level of University Students in China

In Asian countries such as China, little research has been conducted on autism other than in early childhood, and thus the prevalence and psychosocial outcomes of young people with recognisable high levels of autistic traits remain largely unknown. This study used an online questionnaire format and the survey consisted of two scales, the Autism Spectrum Questionnaire (AQ-28) and the Perceived Stress Scale (PSS). The sample used for the study covered musicology majors, freshmen through seniors to ensure a diverse sample. A total of 111 undergraduate students participated in the survey. Their responses were analysed to examine the relationship between autistic traits and stress. The results of the study showed a positive correlation between autistic traits and stress, indicating that the higher the autistic traits, the higher the stress. Specifically, the social aspect of autistic traits was found to be the most significant predictor of stress. The findings suggest that it makes sense to provide social skills training to young people with high levels of autistic traits in order to improve their socialisation and reduce their stress. The paper also makes recommendations for environmental and social adaptation

Barriers and facilitators to supporting Canadian autistic postsecondary students: Experiences of accessible learning staff and administrators

BackgroundSpecific supports like social skills training, support groups, and mentorship programs can improve autistic postsecondary students’ chances of success. To improve inclusion practices, it is vital to understand the experiences of key staff and administrators who support autistic students during their postsecondary education. This mixed-methods study provides insight into the scope, strengths, and weaknesses of autism-specific services among Canadian universities from the perspective of university staff and administrators associated with accessibility services. MethodThirty-six staff and administrators (N = 36) from publicly-funded Canadian universities responded to an online survey, and eight participated in a follow-up semi-structured interview. Descriptive statistics and reflexive thematic analysis were conducted. ResultsHalf of the participants endorsed having support for autistic students; the most common being for transition to university. Main obstacles to providing autism-specific supports included a need for more funding, knowledgeable staff, and institutional support. In the interviews, participants reported a strong desire to support autistic students; however, noted several barriers, including under-resourced challenges faced by staff and limitations to funding. ConclusionsFindings highlight financial and practical challenges to supporting autistic students on postsecondary campuses. We advocate for the implementation and evaluation of wrap-around services for autistic students to enhance their success and promote social inclusion. Achieving this will require changes at all levels of the university system, including leadership and policy decisions involving autistic advocates’ perspectives.

Green List Prevention - An Evidence Registry for Prevention and Health Promotion in Germany

Abstract Introduction Evidence-based prevention and health promotion will be supported by practice-relevant evidence registries. The Green List Prevention provides an overview of evidence-based prevention programs for children and youth in Germany. It was modeled after the U.S. Blueprints for Healthy Youth Development in the context of the Communities That Care community prevention system. Programs are reviewed for conceptual, implementation, and evaluation quality and are categorized into three levels of evidence: (1) effectiveness theoretically well established, (2) ∼ likely, (3) ∼ proven. The Green List Prevention is used in communities, at state and national levels, and research. This paper provides insight into its content, keywording and enhancements. Methods To characterize the evidence-based programs, an inductive-deductive procedure was used to form 14 super- and 33 subcategories with 226 characteristic attributes. Based on these, all registry entries were categorized and summarized descriptively. Results The 100 programs listed (4/2023) address not only the primary target group of children and adolescents, but also secondary target groups (mainly teachers n = 53, guardians n = 46, educators n = 19) and are located in different environments (mainly school n = 61, family n = 28, kindergarten n = 23). Behavioral prevention on violence including bullying n = 64, addiction n = 47 and mental health n = 34 are in the foreground; topics such as nutrition (n = 3) and physical activity (n = 2) are little represented. Social and life skills programs (n = 61) and training for guardians (n = 25) are listed particularly often. Conclusions The Green List Prevention provides an overview of effective prevention and health promotion interventions for different contexts. Its current expansion to rate environmental and behavioral prevention measures on nutrition and physical Key messages • The Green List Prevention enables stakeholders to make a targeted selection of evidence-based programs and offers practice-relevant information e.g. main focus, program formats, implementation. • The evidence register Green List Prevention supports evidence-based prevention and health promotion in Germany.

Examining the Effects of Theory of Mind and Social Skills Training on Social Competence in Adolescents with Autism.

Individuals with autism spectrum disorders (ASD) have impairment in interpreting emotional communication and the mental states of others, which limits their social competence. Mounting evidence has suggested that theory of mind (ToM) is a vital strategy to enhance social communication and interaction skills of children with ASD. However, very little research has looked at how ToM and social skills training affect social competence in adolescents with autism. This study examined the effectiveness of an intervention program, ToM-SS, which integrated the ToM and social skills training to improve the social competence of three adolescents with autism. A multiple baseline across behaviors design was adopted to evaluate the participants' learning outcomes and demonstrated a functional relationship between intervention and skill mastery. Results show that the intervention produced substantial improvements in students' acquisition of ToM (e.g., seeing leads to knowing and identifying desire-based and context-based emotions) and targeted social skills (e.g., praising others, expressing emotion and seeking help). Feedback and comments from teachers and parents also indicate good social validity of the intervention program.