Abstract
Four aggressive preschool boys were treated for their social skills deficits. Targets of treatment were asking, responding and entry behaviors. Training included coaching method which had been found to be effective for older grade school children. In order to obtain broader generalization effect, training were divided into four phases. In Phase I, the children were trained the three target skills in a small room with some picture story show by one male trainer. In Phase II, training was given with common toys which they used in free play time such as balls, crayons, and blocks instead of the picture story show and some procedual variation was introduced. Phase III was conducted in the children's daily free schooltime, including their peers. In Phase IV, the token econnomy method was introduced. The results showed that, (a) there were clear improvements for all target children's all target behaviors and their aggressive behaviors decreased correspondingly, (b) the SCR scores (behavioral self control rating scale filled by the terchers) and the empathy scores were improved by the social skills training but the performances (initial response time and errors) on the MFF test did not show a consistent improvement. The usefulness of social skills training with coaching method for young aggressive children and the generalizability of this training were discussed.
