Vincent B. Van Hasselt

Social Skill Assessment and Training for Children: An Evaluative Review

Abstract Techniques employed in the behavioral assessment and treatment of socially deficient children are reviewed. General definitions and components of assertion and social skill in children are presented. While considerable data attest to the potential efficiency of behavioral approaches with this population, several methodological problems prevent any definitive conclusions from being drawn at this time. Some of these include: (1) lack of an accurate classification system of socially isolated children, (2) need for an empirical determination of skill components, and (3) the paucity of data concerning generalization and maintenance of treatment effects. The utility of incorporating developmental and social psychological methods into behavioral programs also is discussed. Suggestions for future directions of research are offered.

The Validity of Role Play Tests for Assessing Social Skills in Children

A correlational study was conducted in an effort to examine the validity and reliability of role play tests for assessing social skills in children. Twenty-two male and twenty female elementary school children, ranging in age from 8–10 years, responded to role play scenarios involving social interactions. In addition to the role play procedure, a number of other assessment strategies were utilized: (1) observations of behavior in naturalistic settings, (2) sociometric ratings, and (3) teachers ratings. Results did not support the validity of the role play test. Correlations between role play performance and criterion measures were generally quite low. Test-retest reliability of the role play tests also was unacceptable. Further, results indicated that while several significant relationships were found between childrens sociometric scores and teachers ratings of interpersonal behavior, little association was found between these measures and global ratings of friendliness in role play and in vivo situations. Results are discussed in terms of the validity and utility of role play tests for children, the relationship of these data to previous research in social skills assessment, and the heuristic value of examining research concerning childrens interpersonal functioning from developmental and social psychological perspectives.

Social skills training for alcoholics and drug addicts: a review.

Abstract Investigations that have employed social skills training with skill impaired alcoholics and drug addicts are reviewed. General definitions of assertion and social skill and research related to social skills acquisition are presented. While use of skills training with these populations is at an exploratory stage, preliminary findings suggest the utility of this approach for enhancing interpersonal performance. However, these results should be interpreted with caution due to various methodological problems. Generalization and maintenance of training, transfer measures, interaction between treatment components and subject characteristics, and validity of role played assessment procedures are all areas that warrant further attention. Usefulness of a more global social skills concept and approach also is discussed; suggestions for future directions of research are offered.

Tripartite assessment of the effects of systematic desensitization in a multi-phobic child: An experimental analysis

Abstract A multiple baseline design was used to evaluate the effects of relaxation training and systematic desensitization in an 11-yr-old, multi-phobic child. Responses on motoric, cognitive, and physiological channels were assessed. While change was minimal during relaxation, substantial improvement was shown in motoric and cognitive systems with sequential introduction of desensitization. Changes on physiological measures were less substantial. All gains were maintained over 1, 4 and 6-month follow-up periods.

Poor Peer Interactions and Social Isolation: A Case Report of Successful in Vivo Social Skills Training on a Child Psychiatric Inpatient Unit

The effects of social skills training comprising didactic instructions, coaching, modeling, feedback and reinforcement were examined in a child diagnosed Conduct Disorder and Attention Deficit Disorder in whom social isolation and poor peer interactions were prominent features. Treatment was implemented in the specific settings in which deficient social performance was noted using a multiple baseline design. Application of social skills training led to increased rates of appropriate interactions with peers and decreased rates of playing alone. In addition, pre- and posttreatment scores on the Child Behavior Checklist and School Behavior Checklist showed significantly decreased dysfunctional behaviors after training. Follow-up contact 1 and 12 months following discharge indicated that the child continued to socialize more with peers and to show improved adjustment.

Assessment of Social Skills and Problem Behaviors in Young Children with Spina Bifida

The present study assessed social and emotional adjustment in young children with spina bifida. Role-play tests, and parents and teachers ratings of social competence and problem behaviors were utilized in this evaluation. Results indicated that children with spina bifida did not differ significantly from controls on verbal and nonverbal components of conversational skill and negative assertion. Also, spina bifida and control children were not differentiated on the basis of mothers and teachers reports. Further,while mothers and fathers were in agreement about their childs level of behavioral functioning, little correspondence was evident between ratings of parents and teachers. The present findings are consistent with more recent empirical investigations demonstrating that spina bifida children do not evince major deficits in adjustment as suggested in initial studies that relied on clinical interviews and self-report.

Behavioral Assessment of Drug Addiction: Strategies and Issues in Research and Treatment

Techniques employed in the behavioral assessment of drug addiction are critically reviewed. While preliminary investigations suggest the utility of behavior therapy with this problem, results should be interpreted with caution due to methodological shortcomings in assessment procedures. Although strategies have been developed to measure responses in cognitive, motoric, and physiological systems, relatively few investigations in the behavioral literature report use of multichannel assessment. Given the nature and complexity of drug addiction, usefulness of tripartite assessment is discussed. Suggestions for directions that future research might take are offered.

Multiple Behavioral Treatment in a Sexually Aggressive Male

Multiple behavioral strategies were used in the treatment of a sexually aggressive male. Self-monitoring reduced obsessive thoughts revolving around poor social relations and sexual aggressiveness. A social skills training program was used to remedy basic skill deficits and improve heterosexual interactions. Compulsive washing and checking rituals were treated with response prevention and flooding in an inpatient setting. Treatment gains were maintained at an 8-month follow-up.