Implications
A comprehensive review of the implications of the social skills research literature is beyond the scope of the current paper. Summarized below are the broad stroke implications drawn from representative social skills research publications (Bryant & Zimmerman, 2002; Caldarella & Merrell, 1997; DiPerna et al., 2002; Gresham & MacMillan, 1997; Herrenkohl, Guo, Kosterman, Hawkins, Catalano, & Smith, 2001; Hughes, 1999; Kolb & HanleyMaxwell, 2003; Laird, Pettit, Dodge, & Bates, 1999; Malecki & Elliott, 2002; Scheier, Botvin, Diaz, & Griffin, 1999; Vaughn et al., 2001; Wentzel, 1993; Wentzel & McNamara, 1999).
  • The prosocial behaviors of interacting and responding appropriately with others, displaying appropriate nonverbal language, conforming to social rules and norms, cooperation, problem-solving and decision making, assertion, and peer management are associated with positive school learning.
  • Problem behaviors that can adversely affect school learning include uncooperativeness, shyness, bullying, unresponsiveness, lack of motivation for academic tasks, unwillingness or inability to complete tasks, unwillingness or inability to follow directions, lack of respect for authority, increase in drug and alcohol use, and truancy. 
  • Poor social skills and/or a high frequency of problem behaviors have also been demonstrated to result in little or no positive social support from teachers and peers, and possibly even from parents.
  • Overall, individuals with limited pro-social behaviors and high frequency or intensity of problem behaviors tend to display a higher incidence of violent behavior, truancy, depression, alcohol use, drug use, rejection by their peers, lower academic motivation, lower standardized test scores and increased academic failure. 
  • A number of subgroups of students have been identified as being at risk for the development of poor pro-social behaviors and/or increased problem behaviors.  These groups include students who: (a) come from low SES families; (b) have low neighborhood attachment; (c) come from families with positive attitudes toward violence; (d) have experienced repeated academic failure; (e) have involvement with antisocial peers; and/or (f) are students with disabilities.
  • The dimensions of pro-social and problem behaviors appear salient to many students with disabilities.  For example, Kavale & Forness (1996) reported that 75% of students with learning disabilities had social skills that were rated lower compared to peers without learning disabilities.  As a group, students with disabilities have been reported to display a lower frequency of pro-social behaviors and higher frequencies of problem behaviors.  Students with mild disabilities, as a group, have been reported to display poor social competence in the form of difficulty interacting with teachers and peers. Some research studies have reported minimal social interaction occurring among high school students with and without mental retardation in the absence of programming or supports.  Also, researchers have reported that for some students with disabilities, a focus on academic areas has often overshadowed the need for improved social skills.  In addition to students with learning disabilities and mental retardation, groups commonly identified as displaying poor social skills are students with attention deficit disorder and/or emotional and behavior disorders.
  • Children who have little parental support or involvement, or who are highly stressed, experience depression, or have low academic self-efficacy, are also likely to display poor social skills. 
  • Social competence beliefs appear related to social competence indicators (e.g., peer acceptance).
  • The lack of a supportive social network of friends, or primarily associating with friends who display antisocial behaviors, has been linked to increased antisocial behaviors in students.
  • Given the critical role of pro-social behaviors in learning and learning environments, most investigators point toward early intervention to train and increase pro-social behaviors and to decrease problem behaviors.  The periods of pre- adolescence and adolescence have also been identified as a key transition points where social skills should be taught and reinforced.