A SOCIAL SKILLS TRAINING-PROGRAM FOR PRESCHOOLERS WITH DEVELOPMENTAL DELAYS - GENERALIZATION AND SOCIAL VALIDITY

This investigation was designed to assess a social skills training pro gram with 32 developmentally delayed preschoolers, Subjects were evalu ated in an unstructured play session, matched for levels of appropriat e and inappropriate social behaviors, and assigned to either a treatme nt or control condition. The treatment group (N = 16) was presented wi th a 6-week protocol involving positive reinforcement, modeling, rehea rsal, feedback, and time out. Controls (N = 16) received no instructio n beyond regular classroom activities during the 6 weeks. The two grou ps were reevaluated in a posttest session and again in a generalizatio n setting where two peers with developmental delays (not included in e ither experimental condition) were included. Prosocial behaviors were successfully taught and maintained in generalization settings. Efforts to reduce inappropriate behaviors were less successful. A test of soc ial validity via teachers' ratings of videotapes of pretest and postte st assessments was also conducted. Implications for generalization and social validity research are discussed.