Abstract
This study explored the use of multimedia, student-generated social skills lessons coupled with teacher facilitation
to improve the social skills of middle-school students with emotional disabilities. The effects of
teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated
social skills instruction on the perceived social behaviors of the students were compared. Maintenance of
perceived student social skills over time was examined. Also evaluated were the effects of traditional and
combined interventions on student knowledge of social skills. The results indicated that both interventions
were effective in improving the students? social skills and their knowledge of social skills. Teachers, parents,
and students all perceived that student social skills improved over the course of the study. Students appeared
to have maintained the improvements from both interventions over the maintenance periods.