This text is a clear and current description of the instructional strategies that can be immediately applied across age groups and disability labels. An evidence-based instructional methodology is provided, which has proved to be effective in teaching skills to students and adults with disabilities. Signature topics include: (1) a…

This paper addresses the issues of molar versus molecular assessment of integration of people with disabilities, definitions of integration, and assessment in measuring integration. Measures for four integration components are presented: (1) physical integration, (2) social integration, (3) relationships, and (4) social networks. (Author/DB)

Quality of life issues in social skills assessment of persons with disabilities are discussed in terms of definitions, measures, applications to social skills assessment, and future needs. It is argued that broader measures need to be used in social skills assessment in order to evaluate quality of life changes. (CR)

This article reviews the components of social validation and how they apply to social skills assessment for people with disabilities. Components include the social importance of the intervention outcomes, the social significance of the goals, the appropriateness of the procedures, and determination of the optimal levels for target behaviors.…

This article examines the impact of computer technology in social skills assessment for people with disabilities. The article describes the technology, implications of the technology, and the role of micro versus macro analysis in social skills assessment. Implications for direct service and research are discussed. (JDD)

The article describes the pilot testing of a direct observation procedure for observing social interactions of mentally retarded and non-retarded workers in supported work settings. The instrument was found to be capable of assessing such interactions and was readily utilized by practitioners. (DB)

This study assessed the effectiveness of clique analysis methodologies in detecting changes in integration levels for a worker with severe mental retardation in a supported employment setting. The analysis suggested that communication instruction resulted in the worker becoming more integrated during break or lunch times. (Author/DB)