Social Competence and Social Skills Training for Persons with Mental Retardation: An Expansion of a Behavioral Paradigm.

摘要: The imperative for a reformulation of social skills training theory adults with mental retarda tion is discussed. Current practices in persons retardation are summa rized along potential reasons their concomitant lack maintenance and generalization treatment gains. In order to better understand the process acquisition, concept competence must be redefined. A cognitive-behavioral definition model described which attempts unify traditional learning concepts more recent advances research practice cognitive deficits, focus on its utility among retardation. Attempts incorporate Halpern, 1985; Park & Gaylord-Ross, 1989; into retarStorey 1987), have dation been under way almost 60 found that appropriate instru years (Doll, 1935; Greenspan Granfield, acquiring maintaining em 1992; Sloan Stevens, 1976; Tredgold, ployment (Cheney Foss, 1984; 1922,1937); indeed, even Itard (1962) wrote Shoultz, 1981) fostering appro his objective Victor was priate meaningful support (Nie increase ability engage tupski, et al,. 1986; Siegel, al., exchanges. Social Storey 1987). children has received increased attention from re. „ . , Defining Skills searchers practitioners over last sev eral (Abordo Vreeland, 1987; Castles purpose any interaction Glass, 1986a, 1986b; Chin-Perez, Park, elicit positive reinforcement avoid pun Sacks, Clement-Heist, ishment one's environment. Definitions Davies vary; some conceptualizations Rogers, Foxx, McMorrow, Bittle, define these behaviors solely as overt behav Ness, 8c 1989). iors such eye contact gestures (Castles Professionals special education in8c 1986b) finite verbal re creasingly seeing relevance sponses stimuli (Gaylord-Ross, preparation individuals Forte, Storey, Jameson, disabilities employment indepen1987; Stremel-Campbell, dent living (Breen, Haring, Pitts-Conway, Other researchers use less molecular ap Doll, proaches skills; according definitions, learned or covert used an interper author would like gratefully acknowlsonal exchange obtain maintain rein edge assistance Omer Elkan, Hyun Sook r ^ ni*/-u • i j w oforcement one s environment (Cart |im Chnstopoulos Marlene Simon. w.n ..T., Correspondence concerning this manuscript ,edSe Mllburn' 1986^ Kel,y> 1982^ Wlld" should addressed Tom Gumpel, School man Wildman, 1980). These Education, Hebrew University Jerusalem, include, but not limited to, ob Mount Scopus, Israel 91905 TGUMservable behaviors, situationally specific, PEL@VMS.HUJI.AC.IL. goal oriented rule governed (Chadsey 194 / Education Training Mental Retardation Developmental Disabilities-September 1994 This content downloaded 157.55.39.173 Thu, 19 May 2016 04:17:54 UTC All subject http://about.jstor.org/terms Rusch, 1992). To label someone socially proach encom skillful implies judgement regarding efpasses constructs by Meichen ficacy individual baum, Butler Gurson (1981). specific situation (McFall, 1982). Being sodiscussed here encompasses six key areas: de cially particular situacoding skills, decision performance performed behavior self-monitoring judgments, environ receiving possible reinmental judgments structures, forcement maxi