Abstract
This study focuses on the effectiveness of behavioral rehearsal and meta-cognitive strategies to promote the maintenance of social skills and targeted skills in the social skills training of high school students. A sample of 133 subjects (66 males and 67 females) was tested on social skills scales and two targeted skills evaluations. Teachers evaluated the subjects’ social skills using the same scales. The results found that the subjects improved their speaking skills and the teachers reported increased social skills and listening skills when social skills training was combined with
meta-cognition compared to behavioral rehearsal. The results further suggested that the effects of the strategy depended on the type of target skill. The procedure used by the teachers to assess the subjects’ social skills is discussed. Future studies should consider longitudinal research designs.
