A Social Skills Resource Website

Why Teach Social Skills?

As educators, our focus on improving the quality of life for our students is usually done through academic channels. It is known that our students with learning disabilities have trouble in school because of their disabilities, whether it may be in reading, writing, and/or math. It is imperative to help our students do well academically in order to ensure that our students also do well in their future occupations. Additionally, our students abilities to positively interact with others, as well as sustain a positive self-image is just as important. According to Mishna and Muskat (2004), about 40 percent of students with learning disabilities develop and report problems related to social, emotional, and behavioral disorders. Consequently, Bryan (2005) also indicated that for more than 30 years, studies (specific studies were not identified) have consistently estimated that out of 2,800,000 students with learning disabilities, 38 percent to 75 percent will have social skills deficits. Furthermore, there is a greater risk for students with learning disabilities to be at a higher risk for being victimized by their peers and also for dropping out of school (Mishna & Muskat, 2004).

Positive social relationships and teaching social skills increase positive behaviors and peer-relationships in our children with learning disabilities. Cartledge (2005) noted that some of the earliest research dating back to 1967 had presented (Johnson & Myklebust, 1967) what is called the socially imperceptive child. This socially imperceptive child is not aware of their own academic, behavior, and social competence along with not having the ability to interpret others behaviors, nonverbal cues, and the use of problem solving (Cartledge).

Wiener (2004) noted that there has been extensive research done about students with disabilities and social skills deficits. Much of this research has found that children with social skills deficits have difficulties with peer relationships and are more likely to experience loneliness and victimization by their peers. Positive relationships continues to be one of the most important implications that promotes security, and self worth in students with learning disabilities and social skills deficits.

When looking at social skills interventions, it is important to know what social skills are being taught, as well as the validity of the intervention program. According to Kavale & Mostert (2004), there were several questions developed to assess the validity of social skills intervention programs. Questions dealing with program promotions, skill targets, instructional methodologies, and program/intervention background, among others (2004).

In general, social skills interventions have shown to be important to the success of our students with learning disabilities. There is not a notion as to one intervention program being the best amongst all available, but it is important to point out that whichever intervention program services the specific needs for targeted students, it should be valid, taught, and reinforced as much as possible through effective research practices. Social skill should not be taught in isolation and/or out of context, these skills should be part of the curriculum, explicitly taught, practice, and reinforced. It is truly important to remember that the more our students with learning disabilities can feel positive and successful about themselves, the more gains they will make academically, behaviorally, and socially which in turn will help make them well-adjusted adults.

Al-Yagon, M., & Mikulincer, M. (2004). Patterns of close relationships and socioemotional and academic adjustment among school-age children with learning disabilities. Learning Disabilities Research & Practice, 19, 12-19.

Cartledge, G. (2005). Learning disabilities and social skills: reflections. Learning Disability Quarterly, 28, 179-181.

Kavale, K. A., & Mostert, M. P. (2004). Social skills interventions for individuals with learning disabilities. Learning Disabilities Quarterly 27, 31-43.

Lenz, B., Bulgren, J., Schumaker, J., Deshler, D. & Boudah, D. (2006). The Unit Organizer Routine. Lawrence, KS: Edge Enterprises, Inc.

McGinnis, E. & Goldstein, A. (1997). Skillstreaming the Elementary School Child (Rev. ed.). Champaign, Il: Research Press.

Mishna, F., & Muskat, B. (2004). School-based group treatment for students with learning disabilities: A collaborative approach. Children & Schools, 26, 135-150.

Murray, C., & Greenberg, M. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. The Journal of Special Education, 39, 220-233.

Nowicki, E.A. (2003). A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disabilities Quarterly, 26, 171-188.

Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children with learning disabilities? Learning Disability Quarterly, 27, 21-30.

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