A comprehensive review of the implications of the
social skills research literature is beyond the scope of the
current paper. Summarized below are the broad stroke implications
drawn from representative social skills research publications
(Bryant & Zimmerman, 2002; Caldarella & Merrell, 1997;
DiPerna et al., 2002; Gresham & MacMillan, 1997; Herrenkohl,
Guo, Kosterman, Hawkins, Catalano, & Smith, 2001; Hughes, 1999;
Kolb & HanleyMaxwell, 2003; Laird, Pettit, Dodge, & Bates,
1999; Malecki & Elliott, 2002; Scheier, Botvin, Diaz, &
Griffin, 1999; Vaughn et al., 2001; Wentzel, 1993; Wentzel &
McNamara, 1999).
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The
prosocial behaviors of interacting and responding appropriately
with others, displaying appropriate nonverbal language, conforming
to social rules and norms, cooperation, problem-solving and
decision making, assertion, and peer management are associated with
positive school learning.
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Problem
behaviors that can adversely affect school learning include
uncooperativeness, shyness, bullying, unresponsiveness, lack of
motivation for academic tasks, unwillingness or inability to
complete tasks, unwillingness or inability to follow directions,
lack of respect for authority, increase in drug and alcohol use,
and truancy.
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Poor
social skills and/or a high frequency of problem behaviors have
also been demonstrated to result in little or no positive social
support from teachers and peers, and possibly even from
parents.
-
Overall,
individuals with limited pro-social behaviors and high frequency or
intensity of problem behaviors tend to display a higher incidence
of violent behavior, truancy, depression, alcohol use, drug use,
rejection by their peers, lower academic motivation, lower
standardized test scores and increased academic
failure.
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A number
of subgroups of students have been identified as being at risk for
the development of poor pro-social behaviors and/or increased
problem behaviors. These groups include students who: (a)
come from low SES families; (b) have low neighborhood attachment;
(c) come from families with positive attitudes toward violence; (d)
have experienced repeated academic failure; (e) have involvement
with antisocial peers; and/or (f) are students with
disabilities.
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The
dimensions of pro-social and problem behaviors appear salient to
many students with disabilities. For example, Kavale &
Forness (1996) reported that 75% of students with learning
disabilities had social skills that were rated lower compared to
peers without learning disabilities. As a group, students
with disabilities have been reported to display a lower frequency
of pro-social behaviors and higher frequencies of problem
behaviors. Students with mild disabilities, as a group, have
been reported to display poor social competence in the form of
difficulty interacting with teachers and peers. Some research
studies have reported minimal social interaction occurring among
high school students with and without mental retardation in the
absence of programming or supports. Also, researchers have
reported that for some students with disabilities, a focus on
academic areas has often overshadowed the need for improved social
skills. In addition to students with learning disabilities
and mental retardation, groups commonly identified as displaying
poor social skills are students with attention deficit disorder
and/or emotional and behavior disorders.
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Children
who have little parental support or involvement, or who are highly
stressed, experience depression, or have low academic
self-efficacy, are also likely to display poor social
skills.
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Social
competence beliefs appear related to social competence indicators
(e.g., peer acceptance).
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The lack
of a supportive social network of friends, or primarily associating
with friends who display antisocial behaviors, has been linked to
increased antisocial behaviors in students.
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Given the
critical role of pro-social behaviors in learning and learning
environments, most investigators point toward early intervention to
train and increase pro-social behaviors and to decrease problem
behaviors. The periods of pre- adolescence and adolescence
have also been identified as a key transition points where social
skills should be taught and reinforced.
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