Abstract
Since the effectiveness of social skill training of students with emotional and behavioural disorders (EBD) was reported as low to moderate level (Mather & Rutherford, 1996), and adolescents was found as the most effective group to the social skill training, twenty-two seventh-graded students with EBD were selected to investigate the effectiveness of social skill training by the multi-raters' behavioural ratings and interview based on the Dodge's model of processing of social information. All subjects, from two junior high schools in Taipei City, were divided into two groups in each school, one served as the experimental group one and the other served as the second. Cross-subject multi-base in single subject design was implicated, and non-parameter analysis was utilized to analyse the group data.
All participants were taught by twenty-four sessions. The first experimental groups were taught in the 5-session base phase then 19-session experimental phase, which include communication skill, emotion management, and problem solving. The second experimental groups were taught in the 12-session base phase then 12-session experimental phase, which communication skill and emotion management was taught. All the units of social skills were developed from students' skill deficits.
Three major findings were found as follows: (1) Social behaviour observed in the class failed to show the effect of this training; (2) Social behaviours ratings by the peers and teachers improved significantly, but not by the self-ratings; (3) The identification of the problem, search of cues, and the number of the methods of the processing of social information improved significantly in the end of the training.
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