S ocial relationships add quality to one’s life and contribute to one’s ability to think and learn. A growing body of research in- dicates that having good social skillsiscriticalforsucceedinginsociety(Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000;Malecki&Elliott,2002),includingsuccess in the labor market (Secretary’s Commission on Achieving Necessary Skills, 1991; Valdes, Williamson, & Wagner, 1990). Research also documentsthenegativeimpactofalackofsocial skills. Elksnin and Elksnin (2006) indicated that individuals who lack social skills are often 487 Exceptional Children Vol.77,No.4,pp.487-502. ©2011 Council for Exceptional Children. Social Outcomes of Students Who Are Deaf and Hard of Hearing in General Education Classrooms SHIRIN D. ANTIA PATRICIA JONES University of Arizona JOHN LUCKNER University of NorthernColorado KATHRYN H. KREIMEYER SUSANNE REED University of Arizona ABSTRACT: Students with hearing loss attending general education classrooms have been reported to experience difficulties in social skills and relationships. This 5-year longitudinal study examined the social skills and problem behaviors of students who were deaf or hard of hearing, and who attended general education classrooms. Data were obtained from classroom teachers and students themselves. The mean Social Skills and Problem Behavior scores (Social Skills Rating Scales; Gresham & Elliott, 1990) were within the average range and normally distributed each year.The average change over 5 years in social skills and problem behavior was not significant. The most consistent predictors of social outcomes were the students’ classroom communication participation and participation in extracurricular activities. Implications for placement, intervention, and fur- ther research are discussed. Exceptional Children