This study was designed to analyze the efficacy of a formal social skills training (SST) program on a group of self-contained, multiply handicapped students. The treatment group, consisting of 24 students, underwent five months of formal SST, at least three times a week for a 30 to 50 minute period. The participating teachers were trained in, and followed, Elias and Clabby\u27s Social Decision Making and Problem Solving: Revised Readiness Curriculum (1988). They were asked to complete pre- and post test Likert scales (Social Problem Solving Skills Checklist) on the presence of specific social skills in each student.
Average gains in the areas of self control skills, group and social awareness, and getting along with self and others were calculated, totaled, and analyzed against three comparison groups representing a Regular Education sample (22 students), a Resource Center sample (17 students), and a Self Contained, Multiply Handicapped comparison sample (21 students).
Results indicated that formal SST not only improved the acquisition of specific skills, but enabled the Self-Contained Treatment group to obtain the highest percentage gains in all areas, progressing at a faster rate than any of the comparison groups. This study emphasized the importance of a SST program, and it\u27s efficacy on young, multiply handicapped students
