Social skills are a vehicle by which individuals negotiate important relationships. The present article presents historical data on how social skills in deaf students were conceptualized and studied empirically during the period 1990–2015. Using a structured literature review approach, the researchers coded 266 articles for theoretical frameworks used and constructs studied. The vast majority of articles did not explicitly align with a specific theoretical framework. Of the 37 that did, most focused on socioemotional and cognitive frameworks, while a minority drew from frameworks focusing on attitudes, developmental theories, or ecological systems theory. In addition, 315 social-skill constructs were coded across the data set; the majority focused on socioemotional functioning. Trends in findings across the past quarter century and implications for research and practice are examined.


Additional Information

Print ISSN
pp. 479-485
Launched on MUSE
Open Access
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.