Social skills programs offer a customized intervention plan for special needs children to help them improve their ability to interact and communicate with their peers and build meaningful friendships. These include communication initiation, understanding non-verbal communication cues, and controlling emotions, which are crucial for students with disabilities. A study in a remedial and special education journal established social skills services in schools improve the special needs children's social acceptance, playing, and collaborative academic opportunities while decreasing their social isolation (Bellini et al., 2007).

A combination of strategies such as social stories, role-playing, and modeling can enable students to apply proper social behavior in their everyday setting, offering more practical social wins (Kamps et al., 2015). More so, approaches such as peer-mediated interventions, where the normal peers guide social interactions, significantly improve inclusive affiliations and foster positive social values (Odom et al., 2015). While such strategies help students with disabilities, they also improve all students' empathy and social comprehension. Social competencies interventions succeed based on their consistency in various school environments, program customization, and intensity (Reichow et al., 2013). These elements in place, social skills training significantly improves special needs children's peer associations by improving their quality and number.

References:

Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162. https://doi.org/10.1177/07419325070280030201

Kamps, D. M., Leonard, B. R., Vernon, M., Dugan, E., Delquadri, J., & Dozier, C. A. (2015). Peer involvement and social interactions of students with autism in inclusive classrooms. Journal of Applied Behavior Analysis, 28(2). https://doi.org/10.1901/jaba.1995.28-215

Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J., Duda, M. A., & Hall, L. J. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3805-3819. https://doi.org/10.1007/s10803-015-2540-8

Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). The Cochrane Database of Systematic Reviews, 7(7), 1–27. https://doi.org/10.1002/14651858.CD008511.pub2

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