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date: 25 June 2019

Abstract and Keywords

In a culture driven by legislation such as the Individuals with Disabilities Education Improvement Act and No Child Left Behind, indices of accountability often focus on student performance in traditional academic subject areas such as reading, mathematics, writing, and spelling. However, over 40 years of research has informed parents, educators, and other professionals that social competence is correlated with academic performance, as well as other success indicators throughout the lifespan. This chapter addresses social skills assessment and intervention for school-aged children across grade and ability levels. Within the context of a three-tiered positive behavior support (PBS) approach to assessment and intervention, this chapter describes evidence-based approaches to addressing social skills related behaviors to promote success for all students. Following a brief review of this literature, the chapter concludes with a discussion of implications for the role of the practicing school psychologist.

Keywords: social skills, positive behavior support, multidimensional assessment, social validity, generalization

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