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Assessment in Social Skills Training

Methodological and Conceptual Issues for Research and Practice

John W. Maag is assistant professor of special education, University of Nebraska–Lincoln. His current research interests include cognitive-behavioral assessment and treatment of social incompetence and depression in troubled and troubling youth. He has conducted workshops and published articles on the assessment and treatment of behavior and affective disorders of children and adolescents. Address: John W. Maag, Department of Special Education and Communication Disorders, 202 Barkley Center, University of Nebraska-Lincoln, Lincoln, NE 68583–0732.

Assessment methodology in social skills training has been criticized on several fronts. Most notably, behaviors have not been selected for training based on Students' individual-specific deficits, nor has attention been given to determining whether trained behaviors result in socially important outcomes among students. The concept of social validity is an important, yet frequently ignored, consideration in social skills training assessment. This article describes methodological and conceptual issues for assessment in social skills training. Specifically, assessment techniques for determining individual-specific deficits are presented within a framework for integrating information and identifying reciprocal relationships. Employing socially valid measures is discussed with regard to determining target behaviors that predict relevant outcomes and to assessing training efficacy. Conceptual issues for research and practice are addressed.

Remedial and Special Education, Vol. 10, No. 4, 6-17 (1989)
DOI: 10.1177/074193258901000404


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