Abstract:

Discusses the importance of reforming social skills training theory for adults with mental retardation. Current practices in social skills training for persons with mental retardation are summarized along with potential reasons for their concomitant lack of maintenance and generalization of treatment gains. To better understand the process of social skills acquisition, the concept of social competence must be redefined. A cognitive-behavioral model of social competence and social skills is described. The model attempts to unify traditional social learning concepts with more recent advances in research and practice involving persons with cognitive deficits. ((c) 1997 APA/PsycINFO, all rights reserved)

Notes:

Using Smart Source Parsing Sep