Department of Educational Psychology


Date of this Version

January 1993


Published in School Psychology Quarterly, 8:1 (1993), pp. 57–80. Copyright © 1993 American Psychological Association. Used by permission. “This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.”


This paper reports a schoolwide social skills assessment and training model including a two-gate student identification procedure (i.e., in-class social skills training for all students and small group intensive training for at-risk target students). The model is directed at reducing future serious problems by addressing identified difficulties early (i.e., through secondary prevention procedures). Specific model objectives are to (a) utilize a comprehensive, multigate procedure to identify students at risk; (b) implement schoolwide training procedures to teach a number of important prosocial skills identified by teachers; (c) treat a subgroup of target subjects considered at highest risk for developing pervasive social problems; and (d) implement procedures to encourage the transfer and generalization of all students’ skills across untrained stimuli, settings, and situations. Of central importance is the inclusion of all individuals in the school building (i.e., teachers, aides, administrators, support staff, and office personnel) in training and generalization activities.