Computer‐assisted Social Skills Learning for Adolescents with Mild Retardation and Social Difficulties

Abstract

Abstract The aim of this study was to evaluate an intervention model for computer‐assisted social skills learning. The integration of technology enables experimentations within a controlled, structured, and easily changeable mini‐environment, emphasising four critical aspects of social learning: active learning, controlled and fluent processing, structure and schema organization and strategy training. Twelve adolescents with mild retardation and social difficulties were trained on “I Have a Problem” social conflict scenarios, integrating the software with strategy training. The results demonstrated that the children increased their understanding of the social conflict situations as expressed on the software measures and on paper and pencil questionnaires. Three case studies were provided to demonstrate the students’ individual learning styles, assessed through students’ reports and teachers’ ratings.