Abstract
As a group, preschool children with disabilities are at risk for problems in the development of social interaction skills and related behaviors. This article highlights the need for effective social skills interventions for these children and reviews available intervention procedures and packages. In addition, factors affecting the current impact of social skills interventions in early childhood special education are discussed, and research efforts to increase the impact of these interventions are reviewed. Specifically, research efforts aimed at documenting intervention integrity and confirming the link between intervention integrity and intervention effectiveness are addressed.
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