Social skills interventions in preschool settings: A meta‐analysis of SCR studies

Social skills interventions in preschool settings: A meta-analysis of SCR studies

Authors
Dong, X. Burke, M. D. Sanchez, L. Bowman-Perrott, L.
Year
2024
Journal
Psychology in the Schools
Volume
Pages
18
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. 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.

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Type of intervention

Early Intervention

Treatment and Child Welfare Interventions

Topic

Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors

ADHD

Development and Life Coping Skills

Social skills

Intervention

The organization of interventions

School/Preschoolbased Interventions

Age group

Preschool Aged Children (3-5 years)

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