Date Approved


Embargo Period


Document Type


Degree Name

M.A. Learning Disabilities


Interdisciplinary and Inclusive Education


College of Education

First Advisor

Xin, Joy


Learning disabled teenagers; Social skills--Study and teaching


Special Education and Teaching


The purposes of this investigation were to (a) evaluate the impact of school and classroom-based social skills instruction on student’s social capabilities, and (b) determine if the skills learned in classroom-based instruction can be generated to the school store. Three 9th grade students aged 15-16 participated in the study. They were learning lessons adopted from Talkabout for Teenagers, taught 30 minutes a day, once a week for 12 weeks during social skill training/instruction. An observation chart was used before and after social skill instruction and a total was calculated at the end of each observation session to measure their social behaviors which included making eye contact, verbal responses to questions, initiating a conversation, using manners in conversations and asking for help or assistance while working in the school store. A survey with 6 questions based on a 5 point Likert scale, 0 being very negative to 4 being very positive was used to measure student’s attitudes towards social skill training. A multiple baseline design with AB phases across participants was used in this study and results demonstrated that all students made gains in their eye contact, verbal responses, initiating a conversation and presenting appropriate manners.