This paper reports a schoolwide social skills assessment and training model including a two-gate student identification procedure (i.e., in-class social skills training for all students and small group intensive training for at-risk target students). The model is directed at reducing future serious problems by addressing identified difficulties early (i.e., through secondary prevention procedures). Specific model objectives are to (a) utilize a compre-This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Teacher rating ofsocial skills A. Estimate frequency of behaviors B. Estimate behavior's importance to teacher C. Estimate skill and performance deficits D. Provide guideline for teacher interview and direct observations E. Evaluate social validity of intervention 2. Parent ratings of social skills A. Estimate social skills deficits across settings B. Estimate parent's perceived importance of social behaviors C. Provide guideline for parent interview D. Evaluate social validity of intervention 3. Sociometrics A. Measure social preference and social impact B. Obtain sociometric status classification (rejected, neglected, or controversial) C. Evaluate change in social perceptions as a function of intervention 4. Self-report of social skills A. Obtain child's perception of social behavior B. Consider child ratings in target selection C. Evaluate child perceptions regarding treatment effectiveness 5. Parent-Teacher interviews A. Further delineate and specify target behaviors B. Explicate consultation goals and behavioral objectives C. Provide functional analysis of behavior in specific situations D. Identify setting events and conditional factors surrounding behaviors E. Assess treatment preferences and acceptability to consultees F. Develop cross-setting interventions to facilitate consistency and generalization G. Evaluate perceptions regarding treatment effectiveness 6. Direct observations A. Provide functional analysis of behavior B. Obtain direct measure of behavior in applied settings C. Observe qualitative aspects of social behavior, such as nature, function, and peer reactions D. Allow social comparison of target child with matched peer 7. Child interview A. Obtain child's perception of social behavior B. Consider child's input in selecting target behavior, goals of consultation, and intervention strategies C. Evaluate child perceptions regarding treatment effectiveness

No abstract