Exploring the efficacy of self-regulatory training as a possible alternative to social skills training

This article describes an intervention study based on an alternative model of social skills instruction using a multiple-baseline design across three boys with severe behavioral disorders. The treatment model does not assume a social skill deficit, but rather a deficit in self-regulatory behavior le ading to inappropriate use of behaviors already in the individual's reperto ire. Self-monitoring procedures were used to cue participants to use their social skills, were effective in altering participants' social behaviors, a nd created maintained positive change. Data highlight the promise of the ac tivation model as both a theoretical and a treatment methodology warranting further study. Directions for further research are presented.