Teaching game-playing social skills using a self-monitoring treatment package

We examined an alternative model to social skills and social competence tra ining through conceptualizing social skills deficits according to a dichoto mous model of either (a) not possessing the necessary skill in the behavior al repertoire or (b) possessing the skill but not using it appropriately. W e hypothesized that many skills deficits could be explained by the latter i nterpretation. Using an ABAC design we compared the use of two behavioral m onitoring systems: self-monitoring and group monitoring of social skills wh ile playing board games. The data suggest substantial increases in prosocia l behaviors along with concomitant reductions in antisocial behaviors as a result of the two monitoring procedures. Data also show generalization acro ss gaming situations and maintenance over time. Suggestions are presented f or further research to isolate the role of self-regulation in social skills research. (C) 2000 John Wiley & Sons, Inc.