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Social Learning Instructional Models

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Handbook of Social Behavior and Skills in Children

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

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Abstract

Contemporary social skills training programs for children adopt a variety of teaching and skill generalisation techniques. These include didactic instruction, modeling, behavioural rehearsal, feedback and self-evaluation, behaviour management, assigning homework tasks, visual supports, caregiver and school staff involvement, and peer buddy programs. This chapter begins with an overview of these methods, including practical illustrations and the empirical basis of each. Latest technological innovations in social skills training are subsequently reviewed, followed by an overview of several commercially available social skills training programs that adopt a hybrid of teaching approaches. The chapter concludes with directions for future research, including evaluating social skills training approaches that adopt alternative theoretical models to cognitive-behavioural therapy, examining program outcomes for nonclinical populations and children with psychiatric conditions other than ASD, and testing whether tech tools can enhance the effectiveness, accessibility, and affordability of social skills training.

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Author information

Authors and Affiliations

  1. Weill Cornell Medicine, New York Presbyterian Hospital, 525 East 68th Street, Box 147, New York, NY, 10065, USA

    Renae Beaumont Ph.D.

  2. Weill Cornell Medicine, New York Presbyterian Hospital, Westchester Division, 21 Bloomingdale Road, White Plains, NY, 10605, USA

    Jo Hariton Ph.D.

  3. Pediatric OCD, Anxiety, and Tic Disorders Program, Youth Anxiety Center, Weill Cornell Medicine, New York Presbyterian Hospital, 525 East 68th Street, Box 147, New York, NY, 10065, USA

    Shannon Bennett Ph.D.

  4. Department of Child Psychiatry, Payne Whitney Clinic, New York Presbyterian Hospital and Weill Cornell Medicine, 525 East 68th Street, Box 147, New York, NY, 10065, USA

    Amy Miranda L.C.S.W.

  5. Westchester Division, Department of Psychiatry, Weill Cornell Medicine, Center for Autism and the Develo** Brain, New York Presbyterian Hospital, 21 Bloomingdale Road, Rogers Building, White Plains, NY, 10605, USA

    Elisabeth Sheridan Mitchell Ph.D.

Authors
  1. Renae Beaumont Ph.D.
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  2. Jo Hariton Ph.D.
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  3. Shannon Bennett Ph.D.
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  4. Amy Miranda L.C.S.W.
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  5. Elisabeth Sheridan Mitchell Ph.D.
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Correspondence to Renae Beaumont Ph.D. .

Editor information

Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA

    Johnny L. Matson

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Beaumont, R., Hariton, J., Bennett, S., Miranda, A., Mitchell, E.S. (2017). Social Learning Instructional Models. In: Matson, J. (eds) Handbook of Social Behavior and Skills in Children . Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-64592-6_9

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