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

  • Karen Milligan
  • Annabel Sibalis
  • Ashley Morgan
  • Marjory Phillips
Part of the Autism and Child Psychopathology Series book series (ACPS)


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, 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 as the 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.


Social competence Social development Social competence intervention Children Adolescents 


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Karen Milligan
    • 1
  • Annabel Sibalis
    • 1
  • Ashley Morgan
    • 2
  • Marjory Phillips
    • 2
  1. 1.Child Self-Regulation LabRyerson UniversityTorontoCanada
  2. 2.Child Development Institute, Integra ProgramTorontoCanada

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