The effectiveness of interpersonal skills training on the social skill acquisition of moderately and mildly retarded adults.

Researchers ran a 12-session BST package for adults with mild or moderate intellectual disability. They wanted to see if the adults could learn new social skills and use them outside the training room.

The team used instruction, modeling, practice, and feedback. They tested skills in role-plays and then checked if the skills showed up in real-life settings.

Adults learned the skills fast in role-play tests. When the trainers left, the skills did not move to the cafeteria, workplace, or home. Generalization stayed inside the training room.

Rasing et al. (1992) got different results. They added staff mediation—teachers gave cues and praise all day. Their deaf children with language delays used new social skills in real dorms and classrooms.

Kirby et al. (1981) also beat the generalization problem. They trained neurotypical preschoolers in the actual park and grocery store. Skills generalized in one week.

The pattern is clear: BST alone teaches the skill. Real-world practice plus ongoing natural cues makes the skill stick.

If you run social-skills groups for adults with ID, do not stop at role-play. Build in real-world trials right away. Ask job coaches, roommates, or family to prompt and praise the target skill. Without those extra steps, your solid BST lessons may never leave the clinic.