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Social Skills Training for
Children with Special Needs
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
Foster and Ritchey (1979) defined
Social Skills as
•“those situationally-specific behaviors that
maximize the probability of securing or
maintaining reinforcement and decreasing the
likelihood of punishment or extinction
contingent upon one’s social behavior.”
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
•Human interaction takes place in an infinitely variable
and complex social contexts.
•Social skills deficits are comorbid with learning
disabilities in approximately 75% of affected students.
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
• (a) social significance of behavioral
goals
• (b) social appropriateness (cost
effectiveness)
• (c) social importance as related to a
child’s quality of life
The Social skills
training must
be socially valid
and that social
validity has
three essential
components:
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
Children with
social skills deficits
may display
A lack of sensitivity
to others
Poor perception of
social situations
Difficulty in
making friends
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
Deficits will be
manifested in classrooms
as
Inappropriate
Social Behavior
Impulsive
Behavior
Disruptive Social
Behavior
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
Three essential components
to social skills training
facilitating
generalization
promoting
skill
acquisition
enhancing
skills
performance
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
Methods of Social Skills Training
• Direct instruction
• Coaching
• Modeling
• Rehearsal
• Shaping
• Prompting
• Reinforcement
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida
Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education,
Greater Noida

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Social Skill Training.pptx

  • 1. Social Skills Training for Children with Special Needs Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 2. Foster and Ritchey (1979) defined Social Skills as •“those situationally-specific behaviors that maximize the probability of securing or maintaining reinforcement and decreasing the likelihood of punishment or extinction contingent upon one’s social behavior.” Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 3. •Human interaction takes place in an infinitely variable and complex social contexts. •Social skills deficits are comorbid with learning disabilities in approximately 75% of affected students. Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 4. • (a) social significance of behavioral goals • (b) social appropriateness (cost effectiveness) • (c) social importance as related to a child’s quality of life The Social skills training must be socially valid and that social validity has three essential components: Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 5. Children with social skills deficits may display A lack of sensitivity to others Poor perception of social situations Difficulty in making friends Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 6. Deficits will be manifested in classrooms as Inappropriate Social Behavior Impulsive Behavior Disruptive Social Behavior Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 7. Three essential components to social skills training facilitating generalization promoting skill acquisition enhancing skills performance Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 8. Methods of Social Skills Training • Direct instruction • Coaching • Modeling • Rehearsal • Shaping • Prompting • Reinforcement Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida
  • 9. Dr.Kavitha N Karun, Asst.Prof., Army Institute of Education, Greater Noida