Social Skills Assessment and Training with Children

1. Front Matter

   Pages i-xiii

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2. Social Skills and Child Development

   • Larry Michelson, Don P. Sugai, Randy P. Wood, Alan E. Kazdin

   Pages 1-11

3. Assessment of Social Skills

   • Larry Michelson, Don P. Sugai, Randy P. Wood, Alan E. Kazdin

   Pages 13-34

4. Social Skills Training Methods

   • Larry Michelson, Don P. Sugai, Randy P. Wood, Alan E. Kazdin

   Pages 35-49

5. Overview—Training Modules

   • Larry Michelson, Don P. Sugai, Randy P. Wood, Alan E. Kazdin

   Pages 51-56

6. Social Skills Training Modules

   • Larry Michelson, Don P. Sugai, Randy P. Wood, Alan E. Kazdin

   Pages 57-174

7. Clinical and Logistical Issues in Social Skills Training with Children

   • Larry Michelson, Don P. Sugai, Randy P. Wood, Alan E. Kazdin

   Pages 175-187

8. Back Matter

   Pages 189-268

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The purpose of this book is to provide readers with sufficient knowledge regard­ ing social skills assessment and training with children so that they can imple­ ment and evaluate social skills programs on their own. Increased interest in promoting children's social skills has stemmed in part from advances in research that have shown the importance of childhood social competency for adjustment in both childhood and adulthood. There is a growing need for assessment and training methods that can be utilized by diverse groups of professionals and paraprofessionals. This book is intended for mental health workers, teachers, educators, clinicians, and child-care personnel. The book thoroughly reviews the literature to acquaint readers with relevant findings on social skills and to pro­ vide discussion regarding contemporary issues and assessment techniques. Sub­ sequently, comprehensive procedures in the training of children's social skills are presented. Readers are also provided with 16 detailed training modules, each of which comprises a rationale, instructions, Scripts, and homework assign­ ments. These modules are designed to permit effective implementation of social skills training programs. Moreover, they provide a structured and program­ matically designed format that builds in clinical flexibility for their use with individual children or groups of children. These modules are followed by a clinical-issues section designed to address potential obstacles to effective training. Following these major sections, two appendixes have been included in the book. The first appendix is a step-by-step description of how to conduct an assessment.

• ETA
• Mental Health
• Training
• adjustment
• assessment
• child
• child development
• childhood
• children
• development
• health
• knowledge
• research

• Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine, Pittsburgh, USA

  Larry Michelson, Alan E. Kazdin

• University of Massachusetts Medical Center, Worcester, USA

  Don P. Sugai

• Camarillo State Hospital, Camarillo, USA

  Randy P. Wood

• UCLA School of Medicine, USA

  Randy P. Wood

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