Effectiveness of a social skills training program using self/other perspective-taking: A nine-month follow-up

Using a pre/posttest design, with a nine-month follow-up, a new, "modified" social skills training program, which incorporates the concept of self/oth er perspective-taking, was evaluated and compared to a traditional social s kills program in a sample of 36 children. Students in the modified group sh owed more short- and long-term improvement in behavior than did those in th e traditional social skills training group. Implications for practice and r esearch are discussed.