Abstract
Study I investigated the assessment of pupils in an elementary school second grade class via self-monitoring for self behavior and pre and post-Social Skills Training (SST) . In Study II, Social Skills Training was given to a self-monitoring group (n =32) that had conducted self-monitoring pre and post-Social Skills Training and a control group (n= 33) that had only had Social Skills Training. The scores for social skills and stress were significantly reduced in both groups; this reduction was maintained even after 7 months. In addition, interactions during the performance of the social skills were revealed in the classroom through self-monitoring. It was suggested that self-monitoring affected the students' understanding of the changes in the groups and the maintenance of the effects of Social Skills Training.
