Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children.
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Analyzes the findings from 35 studies investigating the effects of social skills interventions for students with emotional or behavioral disorders (EBD). Many programs designed for children and youth with emotional or behavioral disorders (EBD) include a social skill training component. Using quantitative methods of meta-analysis, the findings from 35 studies investigating the effects of social skill interventions for students with EBD were synthesized. The pooled mean effect size (ES) was 0.199, from which the average student with EBD would be expected to gain a modest eight percentile ranks on outcome measures after participating in a social skill training program. Studies were further grouped and analyzed according to different variables (e.g., similarities of the intervention, participants, and assessment procedures). Slightly greater ESs were found for interventions that focused on teaching and measuring specific social skills (e.g., cooperating, or social problem solving) compared to more global interventions. Several pertinent issues for reviewing the results of this research synthesis are addressed. |
This article reports a meta-analysis on social skills training as a measure for preventing antisocial behavior in children and youth. From 851 documents, 84 reports containing 135 comparisons between treated and untreated youngsters (N = 16,723) fulfilled stepwise eligibility criteria (e.g., randomized control-group design, focus on prevention). Despite a wide range of positive and negative effect sizes, the majority confirmed the benefits of treatment. The best estimated mean effects were d = .38 (postintervention) and .28 (follow-up). Effects were smaller on antisocial behavior than on related social and cognitive measures. Studies with large samples produced lower effect sizes than those with smaller samples. Programs targeting at-risk groups had better effects than universal programs. Modes of treatment did not differ significantly; however, cognitive-behavioral programs had the strongest impact on antisocial behavior. More well-controlled studies with large samples, hard outcome criteria, and long follow-up periods are needed, particularly outside the United States. |
Presents a meta-analytical review of 49 studies, from 1981 to 1990, on the effect of social competence training (SCT) on 3- to 15-year-olds. Main issues were (a) effectiveness in relation to program type and client characteristics as well as outcome criteria, (b) differential effects, (c) types of long-term effect, and (d) a comparison to other meta-analyses in the field. Results showed that SCT was moderately effective. However, effect sizes were lower than in previous studies. There were specific, characteristic effects for various types of program and on various client groups. Two main problems were identified: First, significant effect sizes were found only when direct goal criteria (e.g., social-cognitive skills) were evaluated, whereas there were few effects on broader constructs (e.g., social adjustment). Second, long-term effects were weak. We concluded that further primary studies are needed on the generalization and maintenance of change. |
A meta-analysis (37 published studies) that summarized treatment outcomes associated with skills training with antisocial youth was performed. As is consistent with the hypothesis, results indicate that skills training interventions delivered in the context of homogeneous groups of deviant peers produced smaller benefits than did skills training interventions delivered in the context of mixed groups of prosocial and deviant peers, or individual treatment. Also, as expected, treatment provided in the context of deviant-only groups attenuated treatment benefits more for more severely disordered groups such as those who are incarcerated or placed in a class for behavioral or emotional problems, than for youth who might only be at-risk for such conditions. |
Over the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation explores the nature of social skill deficits among students with learning disabilities. Across 152 studies, quantitative synthesis shows that, on average, about 75% of students with learning disabilities manifest social skill deficits that distinguish them from comparison samples. Approximately the same level of group differentiation is found across different raters (teachers, peers, self) and across most dimensions of social competence. Although social skill deficits appear to be an integral part of the learning disability experience, a number of questions about the relationship between learning disability and social skill deficits remain unanswered. Until these questions are answered, social skill deficits are best viewed as one among many elements of the learning disability constellation, and no significant definitional changes related to social skill deficits appear warranted. |
Social skill deficits have become a defining characteristic of students with specific learning disability (SLD). Attempts have been made to enhance social functioning through structured training approaches. The effectiveness of these efforts was evaluated in a quantitative research synthesis (meta-analysis), which revealed a "small" effect with very few differences among teachers, peers, or students with SLD themselves who judged the efficacy of training. The relatively modest effects are discussed in relation to a number of theoretical psychometric and design issues that might account for the limited treatment outcomes. |
Sixty-four single-subject studies examining the effectiveness of social skills interventions with preschool, elementary, and secondary-level students with emotional or behavioral problems were included in this synthesis. The results of quantitative synthesis procedures using percentage of non-overlapping data suggest that social skills interventions have limited empirical support for their overall effectiveness. Implications for future social skills research and quantitative analysis methodology are discussed. |
A meta-analysis examining effects of school-based interventions for children and adolescents with attention-deficit hyperactivity disorder (AD/HD) was undertaken with 63 outcome studies. Gives separate analysis for studies employing between-subject, within-subject, and single-subject experimental designs. Reports positive and significant overall mean-effect sizes for dependent measures of behaviors across all three experimental designs. |
Presents a meta-analysis of 53 studies from the past 15 yrs on social skills training or intervention for children with learning disabilities (LDs). Although social skills deficits seem to be characteristic of children with LDs, such deficits appear highly resistant to treatment. Across the 53 studies analyzed, the training mean effect size obtained was only .211, with very few differences among teachers, peers, or children who judged effectiveness of training. Children with LDs seemed the most impressed with their social skills after training. However, peers without LDs tended to view the same results as significantly less positive. Teacher impressions were modest regarding the impact of training on overall social adjustment and almost negligible regarding intervention for such problems as conduct disorders or hyperactivity. Among all 3 groups, actual social interaction was rated among the least improved skills. (PsycINFO Database Record (c) 2004 APA, all rights reserved) |
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