Consumers use social media to share their service experiences, positive and negative. Some organizations lack strategies to respond to the negative comments, which can inhibit service recovery and harm the success of the organization. The purpose of this case study was to explore strategies used by social media managers to manage negative comments posted on social media sites. The study's conceptual framework was social exchange theory. Participants in Central Ohio were recruited through e-mail. Data were gathered by observing 2 social media marketers manage social media and by interviewing social media managers. Secondary data from the organization displayed the engagement level of consumers. The data were coded for emergent themes, which revealed community management, engagement, and reputation management. Data analysis of the themes suggested that organizations should search daily for reviews and respond immediately and organizations should create a positive social media environment by encouraging conversations and engaging followers in conversations. Further, organizations should use experience comments as an opportunity to create value and not delete comments unless derogatory to the audience. Lastly, the analysis demonstrated that organizations should build and maintain relationships with customers and other audiences through social media. Marketers reading this study can learn and implement strategies for responding to negative comments posted on social media. This study may promote social change by enhancing service recovery for organizations, improving experiences for consumers, and informing marketers of the prominent role of social media in communications and marketing plans.

This study examined the efficacy of a social skills training program on the use of validating comments and negative comments by children with specific language impairment. The present study is an extension of a previous research project. Four children (three female, one male) with specific language impairment, ages 6 to 11, participated in a ten week social skills training program which involved direct instruction of target concepts, peer interactions with classmates, and evaluation of the use of target skills by reviewing videotaped peer interactions. The individual performance of each subject was compared to the age- and gender-matched typical peers with whom they interacted during the weekly game sessions of the intervention program. The intervention program was successful in improving the use of validating comments for three of the four subjects (AA, CS, and JH). The subjects' increased use of validating comments, however, did not appear to significantly affect or change the participants' use of negative comments. It was also found that, while individual performance improved, three of the four participants (AA, MD, and CS) consistently produced fewer validating comments than did their typical peers during the weekly game sessions. Follow-up data for the participants indicated that the three participants (AA, CS, and JH) who showed improvement in their use of validating comments over the course of treatment appeared to maintain their increased skill after the treatment ended. Possible explanations for these results are discussed, and recommendations are made for future social skills training programs.