Abstract
The present study examined effects of classroom-based Social Skills Training (SST) on preschool children (43 boys, 35 girls) , and also examined the characteristics of the children who were most affected by that training. The children were assigned to 1 of 3 groups: (a) high social skills, (b) intermediate social skills, and (c) low social skills. The target social skills were positive social initiations and responses. The coaching procedure was comprised of instructions, modeling, behavioral rehearsal, feedback, and reinforcement. In the low and intermediate social skills groups, the children's cooperative behavior improved greatly. The teacher rated the children in the low social skills group as having improved on social skill dimensions. The findings are discussed in terms of the characteristics of the children for whom the Social Skills Training was most effective.
