This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Quinn, M. M. Articles by Forness, S. R. Search for Related Content Social Bookmarking                         What's this?

A Meta-Analysis of Social Skill Interventions for Students with Emotional or Behavioral Disorders

American Institutes for Research in Washington, DC

Kenneth A. Kavale

University of Iowa in Iowa City

Sarup R. Mathur

University of Phoenix in Phoenix

Robert B. Rutherford, JR.

Arizona State University in Tempe

Steven R. Forness

University of California in Los Angeles

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.

Journal of Emotional and Behavioral Disorders, Vol. 7, No. 1, 54-64 (1999)
DOI: 10.1177/106342669900700106


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				C. R. Cook, F. M. Gresham, L. Kern, R. B. Barreras, S. Thornton, and S. D. Crews Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders: A Review and Analysis of the Meta-Analytic Literature Journal of Emotional and Behavioral Disorders, September 1, 2008; 16(3): 131 - 144. [Abstract] [PDF]

				J. M. Ducharme, A. Folino, and J. DeRosie Errorless Acquiescence Training: A Potential "Keystone" Approach to Building Peer Interaction Skills in Children With Severe Problem Behavior Behav Modif, January 1, 2008; 32(1): 39 - 60. [Abstract] [PDF]

				S. Bellini, J. K. Peters, L. Benner, and A. Hopf A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders Remedial and Special Education, June 1, 2007; 28(3): 153 - 162. [Abstract] [PDF]

				S. W. Smith and D. L. Gilles Using Key Instructional Elements to Systematically Promote Social Skill Generalization for Students with Challenging Behavior Intervention in School and Clinic, September 1, 2003; 39(1): 30 - 37. [Abstract] [PDF]

				R. White, B. Algozzine, R. Audette, M. B. Marr, and E. D. Ellis JR Unified Discipline: A School-Wide Approach for Managing Problem Behavior Intervention in School and Clinic, September 1, 2001; 37(1): 3 - 8. [Abstract] [PDF]

				T. Taylor-Ritzler, F. E. Balcazar, C. B. Keys, E. Hayes, T. Garate-Serafini, and S. Ryerson Espino Promoting Attainment of Transition-Related Goals Among Low-income Ethnic Minority Students with Disabilities Career Development for Exceptional Individuals, January 1, 2001; 24(2): 147 - 167. [Abstract] [PDF]

				T. W. Farmer Misconceptions of Peer Rejection and Problem Behavior: Understanding Aggression in Students with Mild Disabilities Remedial and Special Education, July 1, 2000; 21(4): 194 - 208. [Abstract] [PDF]

				S. H. Mcconaughy, P. J. Kay, and M. Fitzgerald The Achieving, Behaving, Caring Project for Preventing ED: Two-Year Outcomes Journal of Emotional and Behavioral Disorders, January 1, 1999; 7(4): 224 - 239. [Abstract] [PDF]