Social skills interventions in preschool settings: A meta‐analysis of SCR studies.
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| Title: | Social skills interventions in preschool settings: A meta‐analysis of SCR studies. |
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| Authors: | Dong, Xin (AUTHOR), Burke, Mack D. (AUTHOR), Sanchez, Lisa (AUTHOR), Bowman‐Perrott, Lisa (AUTHOR) |
| Source: | Psychology in the Schools. Sep2024, Vol. 61 Issue 9, p3661-3678. 18p. |
| Subjects: | Social skills, Preschool teachers, Preschool children, Behavior disorders, Emotions |
| Abstract: | Developing social competence for preschoolers is an important area for early intervention, especially for young children with emotional and behavioral issues. This single case meta‐analysis focused on examining the literature base for social skills interventions for preschoolers. A systematic search of the literature yielded 33 single‐case studies on social skills interventions for preschoolers. Results from the aggregated single case studies using a baseline corrected Tau‐U indicated a moderate to large effect (Baseline Corrected Tau = 0.66). Moderator analysis results showed gender and intervention format were statistically significant moderators for the intervention effect. Limitations and directions for future research were discussed within the context of social‐behavioral research and early intervention in preschool settings. Practitioner Points: Preschool teachers can be effective social skills intervention implementers with adequate trainings.Social skills interventions delivered in large group are possibly more effective than those delivered in small group or individually in improving preschoolers' social skills.Generally speaking, social skills interventions are more effective for preschool girls than boys. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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