Social Competence: Consideration of Behavioral, Cognitive, and Emotional Factors

Abstract

In this chapter, we explore the ways in which social competence has been defined. Cognitive, emotional, and behavioral factors associated with social competence are explored, drawing from research in developmental psychology, as well as research with clinical populations, such as children with neurodevelopmental disorders [e.g., learning disabilities, autism spectrum disorder (ASD), and ADHD]. We review and critically evaluate the extent to which behavioral, cognitive, and emotional aspects of social competence are included in the content and program delivery of interventions for typically developing and neurodevelopmental populations, as well empirical evidence of their impact. Finally, we provide a description of the Integra Social ACES program, a social competence intervention for children with learning disabilities, as an exemplar of an individually adapted manualized intervention that attends to behavioral, cognitive, and emotional aspects of social competence. Future directions for clinical practice and research are discussed.