The Effects of Social Skills Training on a Third-Grade Mentally Retarded Child in an
Inclusion Class
Erica M. Waters
December 2000
The purpose of this study was to investigate the effects of inclusion and social skills
training on the social behavior of a mildly to moderately mentally retarded third grader.
The social skills training focused on increasing the student’s knowledge of appropriate
social etiquette, communication with others, and maintenance of positive personal
management. A case study was created complete with observation, interviews, and
treatments. A time series analysis provided opportunities to measure the frequency of
socially acceptable behaviors before and after treatment. The hypothesis was that a thirdgrade mentally retarded child who received individualized social skills training in an
inclusion class would manifest fewer negative social behaviors and more positive social
behaviors to promote acceptance among classmates was not supported.