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...study examined the effects of a social skills intervention program with a sample group of 7 students who have severe disabilities, within the context of a self-contained, special education classroom. The intervention encompassed 12 hours of social skills instruction, which was administrated during the course of the regular school day by a para-professional and a student teacher. The results were determined through direct observation of behavior, as well as the amount of time in which students were actively engaged academically. The researchers also determined behavioral points, which were defined in accordance with a classroom management plan and designed to evaluate the degree of participant responsiveness. This process revealed a decline in the degree of inappropriate classroom behavior and a simultaneous increase in academic engagement for the majority of the sample group. However, despite this result, as substantiated by direct observational data, there were no significant alterations in the behavioral points earned by the participants. There were mixed results as to the perceptions of social validity expressed by teachers and...