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

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.