The purpose of this review was to examine trends in studies of social skills
interventions for students with learning difficulties ·learning disabilities and
provide teachers useful information that may affect planning of lessons and
decision making. A total of 29 studies published in Korean journals were
reviewed. This review investigated general features of the studies and types of
social skills interventions used in the studies. This review also examined trends
in participants, intervention delivery methods, and sub-social skills targeted by
the types of interventions. The finding indicated that the participants in most
studies were elementary students. Second, social skills interventions were
categorized into five types: (a) play program, (b) therapy, (c) peer tutoring
program, (d) self-expression training program, (e) others. The intervention in
most studies were the self-expression training program. Third, studies did not
provide sufficient information of place, group size and session of interventions.
Lastly, sub-social skills targeted varied across the intervention types. Discussion
and suggestions for future research were provided.