ABSTRACT
The effectiveness of social-skills training, interpersonal problem-solving training, and a combination of the two in improving the social competence of 33 moderately and mildly mentally retarded adults was evaluated. Problem situations used in the training programs and in the key assessment measures were empirically derived. Results demonstrated that treated subjects improved on role-play tests of social skills and that moderately retarded treated subjects improved relative to moderately retarded controls on the problem-solving measure. Findings also indicated that subjects receiving the interpersonal problem-solving training component improved on ratings of personal-social responsibility. Results concerning generalization of treatment gains, however, indicated that future investigators should incorporate generalization strategies into their treatment programs.
