A contextualized framework for social skills assessment, intervention, and generalization

Susan M Sheridan, Angela Hungelmann, Denita Poppenga Maughan

Research output: Contribution to journalArticle

37 Citations (Scopus)

Abstract

This article presents a conceptualization of social skills with an emphasis on natural contexts within which children are expected to function. A definition of social skills is offered whereby important considerations of social contexts are emphasized. Assessment procedures that address both environmentally relevant and child-specific behaviors and enjoy high degrees of treatment utility and social validity (i.e., are relevant in criterion settings and important at an individual child level) are emphasized. Meaningful generalization procedures to incorporate into intervention programs are presented.

Original languageEnglish (US)
Pages (from-to)84-103
Number of pages20
JournalSchool Psychology Review
Volume28
Issue number1
StatePublished - Dec 1 1999

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Child Behavior
Social Skills
Therapeutics

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

A contextualized framework for social skills assessment, intervention, and generalization. / Sheridan, Susan M; Hungelmann, Angela; Maughan, Denita Poppenga.

In: School Psychology Review, Vol. 28, No. 1, 01.12.1999, p. 84-103.

Research output: Contribution to journalArticle

Sheridan, Susan M ; Hungelmann, Angela ; Maughan, Denita Poppenga. / A contextualized framework for social skills assessment, intervention, and generalization. In: School Psychology Review. 1999 ; Vol. 28, No. 1. pp. 84-103.
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