A kindergarten teacher reports Jill has difficulty interacting with peers; after observation, the psychologist determines she has not developed adequate social skills. Which strategy should be implemented to help Jill?

A kindergarten teacher reports Jill has difficulty interacting with peers; after observation, the psychologist determines she has not developed adequate social skills. Which strategy should be implemented to help Jill?

• A. Time-out
• B. Positive reinforcement only
• C. Medication
• D. Modeling, coaching, and behavioral rehearsal of the necessary social skills

Answer: (D)

When a child hasn’t developed adequate peer social skills, directly teaching those skills through guided practice is most effective. Modeling, coaching, and behavioral rehearsal provide explicit instruction and hands-on experience with the behaviors kids need in social situations. Modeling shows Jill what appropriate interactions look like—how to start a conversation, take turns, share, and read peers’ cues. Coaching then guides her through those behaviors with prompts, feedback, and cues as she practices. Behavioral rehearsal gives Jill structured opportunities to role-play scenarios, rehearse responses, and receive corrective feedback, gradually building confidence and fluency in real peer interactions. This approach directly targets the skill deficits and helps transfer what’s learned in a controlled setting to the classroom and playground. In contrast, time-out focuses on stopping behavior rather than teaching new skills; relying on positive reinforcement alone may encourage desired actions but doesn’t provide the explicit instruction and practice Jill needs; medication does not address underlying social skill development.

When a child hasn’t developed adequate peer social skills, directly teaching those skills through guided practice is most effective. Modeling, coaching, and behavioral rehearsal provide explicit instruction and hands-on experience with the behaviors kids need in social situations.

Modeling shows Jill what appropriate interactions look like—how to start a conversation, take turns, share, and read peers’ cues. Coaching then guides her through those behaviors with prompts, feedback, and cues as she practices. Behavioral rehearsal gives Jill structured opportunities to role-play scenarios, rehearse responses, and receive corrective feedback, gradually building confidence and fluency in real peer interactions.

This approach directly targets the skill deficits and helps transfer what’s learned in a controlled setting to the classroom and playground. In contrast, time-out focuses on stopping behavior rather than teaching new skills; relying on positive reinforcement alone may encourage desired actions but doesn’t provide the explicit instruction and practice Jill needs; medication does not address underlying social skill development.