ewed social skills as behaviours that are enacted in response to environmental

events presented by another and are followed by positive environmental responses.

Several theorists have restricted their definitions to the behavioural domain, with social skill
being conceived as a repertoire of verbal and nonverbal behaviours (e.g. Rinn & Markle,
1979; Wilkinson & Canter, 1982). Indeed, Curran (1979) in discussing definitional
problems, actually argued that the construct should be limited to motoric behaviour. He
based his argument on the fact that the behavioural domain is still being charted and that
this task should be completed before expanding the analysis into ot