The relationship of self-injurious behavior and aggression to social skills in persons with severe and profound learning disability

In this study, we investigated differences in social skills among four grou ps of individuals with severe and profound learning disabilities. The compa rison groups were composed of individuals engaging in self-injurious behavi or, aggression, both behaviors, or neither of the behaviors. We measured so cial skills using the Matson Evaluation of Social Skills for Individuals wi th Severe Retardation, a standardized assessment of social skills in person s with severe or profound learning disability. The results indicated that i ndividuals displaying maladaptive behaviors exhibited a restricted range of social behaviors compared to controls. Also, group membership based on sel f-injury and aggression was predicted based on profiles of scores on the Ma tson Evaluation of Social Skills for Individuals with Severe Retardation. T hese findings are consistent with reports in other studies that note social skills deficits in aggressive and self-injurious persons with learning dis abilities. However, in this case a standardized assessment of these deficit s was possible and specific skills problems were identified. Implications o f the findings for identification and treatment of self-injury and aggressi on are discussed. (C) 1999 Elsevier Science Ltd.