A further comparison of external control and problem-solving interventions to teach social skills to adults with intellectual disabilities

We compared the effectiveness of a problem-solving and an external control intervention to teach social skills to two adults with mild intellectual disabilities. Each participant received the problem-solving intervention with one social skill and the external control intervention with another social skill. The comparative effectiveness of the social skill training protocols was evaluated using individual participant alternating treatment designs. Overall, there seemed to be little difference between the interventions in terms of acquisition, generalization, or maintenance of social skills with either participant. Limitations of the current study and issues for future research are discussed. Copyright © 2004 John Wiley & Sons, Ltd.