Assessing and treating social skills deficits: A case study for the scientist-practitioner

Stephen Elliott, Susan M. Sheridan, Frank M. Gresham

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

The goals of this article were to examine various empirically proven assessment and intervention methods that can be used to remediate social skills problems and to illustrate the utilization of these methods in a case study. The case study concerned a withdrawn elementary child, her teacher, and her parents in a joint consultative intervention designed to increase her interactions with peers illustrated in the course of assessment and treatment. Combining the manipulation of antecedent/consequent events with modeling or coaching procedures constituted an effective multimethod approach to providing psychological services.

Original languageEnglish (US)
Pages (from-to)197-222
Number of pages26
JournalJournal of School Psychology
Volume27
Issue number2
DOIs
StatePublished - 1989
Externally publishedYes

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deficit
coaching
manipulation
parents
utilization
Social Problems
event
teacher
interaction
Joints
Parents
Psychology
Social Skills
Therapeutics
Mentoring

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Assessing and treating social skills deficits : A case study for the scientist-practitioner. / Elliott, Stephen; Sheridan, Susan M.; Gresham, Frank M.

In: Journal of School Psychology, Vol. 27, No. 2, 1989, p. 197-222.

Research output: Contribution to journalArticle

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