Recommendations for SST that incorporates training in language and communication include the following: establish a positive classroom environment; develop activities through conversational interactions; teach accurate inferences between behavior and consequences; provide classroom opportunities to practice language/communication skills in social interactions; teach and reinforce interactions that alternate listening and speaking; and encourage discussions about stories and topics of interest. Researchers have estimated that at least one out of five incarcerated girls have problems understanding and using language. These girls are also at risk for having behavioral and learning problems. Language impairments affect school performance by weakening understanding of what the instructor is saying, written expression, reading comprehension, mathematics, spelling, response to questions, and participation in class discussions. Spence (1982) identified two possible ways in which social-skills deficits influence delinquency: difficulties in developing and maintaining relationships with peers and teachers and the mismanagement of encounters with police, thus increasing the likelihood of arrest and conviction. In terms of social skills, Gaffney and McFall (1981) found a link between poor social problem solving and delinquency in adolescent girls. They recommended the use of SST with incarcerated females. Researchers have found that adolescents with emotional and behavioral disorders as well as learning disorders have been rejected and neglected by peers. Rejection can lead to aggression, substance abuse, bullying, and gang membership; and neglect can contribute to depression, anxiety, and social withdrawal. SST has been found to be more effective with neglected than rejected adolescents. SST, especially modeling, role-playing, and feedback, has been particularly effective. 75 references