Evaluation Of Social Skills Research Articles

Socio-Formative Didactic Strategies to Strengthen Social Skills in Medical Technology University Students, 2021

The results of the investigation were aligned with the objective of determining the influence of the program in the strengthening of social skills in university students of Medical Technology of the National University of Jaén. It is an applied, explanatory, longitudinal research, with a quantitative approach and quasi-experimental design, with pre-test and post-test in experimental and control groups. The hypothetical-deductive method was used, with a population of 289 students and 80 for the sample. The Observation Form and the Social Skills Evaluation Scale were used. The results showed a good to excellent level of social skills in all the participants of the experimental group of the II and VI cycle. The means per academic cycle increased by 32 and 35.75 respectively. By dimensions according to academic cycle, the first social skills increased by 6.2 and 5.4, advanced social skills by 5.05 and 4.85, skills related to feelings by 5.45 and 5.1, alternative social skills to aggression by 3.95 and 6.7, social skills to cope with stress by 7.4 and 8.45, and finally social planning skills by 3.95 and 5.25 respectively. In conclusion, the program has a significant influence on strengthening social skills in university students, with a greater influence in the experimental group of the VI cycle (35.75 percentage points).

Investigation of the effects of some demographic characteristics of female athletes on emotional intelligence and life satisfaction

In many subjects and fields, emotional intelligence refers to the ability of individuals to understand, express and manage their own emotions and the emotions of others. Especially sport is known to have a significant effect on emotional intelligence. In this study, it was aimed to examine the effects of some demographic characteristics of female athletes on emotional intelligence and life satisfaction. The participants were all women and analyses were performed by taking into account age groups, sports branches and education departments. Emotional intelligence and life satisfaction scales were evaluated by factor analysis and the suitability of the data was confirmed by Bartlett's test. The internal consistency of the questionnaire was evaluated with Cronbach's alpha coefficients. Anova, Kruskal Wallis and Jonckheere-Terpstra tests were used to analyse the data. All analyses were performed with SPSS v22.0. 34% of the participants were 18-21 years old, 45% were 22-25 years old and 21% were over 26 years old. 31% were interested in team sports and 69% were interested in individual sports. The fields of education are 37% coaching, 32% physical education and sports teaching, 31% sports management. According to the factor analysis results, Bartlett's test p<0.001 and KMO coefficient 0.896 were found. Cronbach's alpha coefficients ranged between 0.583 and 0.924. While some factors differed according to age, no difference was found according to sport branch. While evaluation of own emotions and social skills differed according to departments, other factors did not differ. Participants over 26 years of age had low scores in the use of emotions and life satisfaction factors. These findings provide important clues for developing strategies for improving emotional intelligence and increasing life satisfaction.

Performance of the Social Responsiveness Scale-2 for the Assessment of Autistic Behaviors in a Sample of Canadian Preschool-Aged Children.

Behavioral traits of autism spectrum disorder (ASD) typically present in early childhood, underscoring the importance of screening tools for the early identification of ASD. The current study compared scores on the Social Responsiveness Scale-Second Edition (SRS-2) Preschool Form between the US standardization sample (n = 247) and a Canadian cohort of preschool-aged children (n = 595) recruited from the Maternal-Infant Research on Environmental Chemicals (MIREC) study. In the MIREC sample, we examined whether ASD-like traits are correlated with sociodemographic characteristics and child intellectual abilities, and how maternal ratings of social skills assessed by the SRS-2 are associated with maternal ratings of general problem behaviors. Mean total SRS-2 raw score was significantly lower in the MIREC sample (mean = 29.7, SD = 15.8) compared to the US standardization sample (mean = 41.9, SD = 26.0). Total raw score in the US standardization sample did not significantly differ between males (mean = 40.6, SD = 23.1) and females (mean = 42.8, SD = 28.7), whereas in the MIREC sample the total raw score was significantly higher among males (mean = 33.0, SD = 17.1) than females (mean = 26.6, SD = 13.9). A significantly larger proportion of the MIREC sample was White, younger in age, and had more educated parents compared to the US standardization sample. ASD-like traits were correlated with lower intellectual abilities, a less enriched home environment, more behavioral problems, and poorer adaptive skills. SRS-2 Preschool Form scores were significantly lower in the Canadian sample compared to the US standardization sample, which may reflect demographic differences between the two groups. Girls may be under-identified when SRS-2 Preschool Form norms are used for screening ASD.

Interpersonal consequences of paranoid ideation, negative symptoms and sleep problems in a transdiagnostic sample of individuals with psychosis

Paranoid ideation is a transdiagnostic construct that is associated with social impairment and often occurs in psychotic spectrum disorders. Little research has examined how paranoid ideation is related to social behaviors that underlie social impairment and may ultimately lead to social rejection. It is important to consider that negative symptoms and sleep problems also contribute to social impairment. No research has assessed the unique and combined influence of paranoid ideation, negative symptoms, and sleep problems on social impairment. Therefore, the current study examined how paranoid ideation, negative symptoms, and sleep problems contribute to poorer social skills and social rejection in a transdiagnostic sample of persons with psychosis and community members (N = 112). Assessments included diagnostic and symptom interviews, questionnaires, behavioral ratings of social skill and facial displays of affect, and naive observer reactions utilizing thin-slice methodology. Greater paranoid ideation, negative symptoms, and sleep problems were each related to poorer social skill and more negative reactions from observers. When considered in path analyses, negative symptoms were associated with observer reports of less willingness to interact with participants through poorer social skill. These findings demonstrate the symptom correlates of social rejection and how interpersonal behavior may contribute to social exclusion.

The Effect of Neurodevelopmental Disorders Characteristics on Aspects of Social Functioning

Aim The purpose of this study was to estimate the extent to which neurodevelopmental disorders (NDD's) symptoms (motor, sensory, attention and executive function) are associated with aspects of social function among school aged children. Methods This cross-sectional study included 39 children aged 6–9 years old (71.8% boys) who were referred to child development centers due to motor, sensory, and/or cognitive difficulties. The parents completed NDD's symptoms questionnaires: Developmental Coordination Disorder Questionnaire; Child Sensory Profile-2; Attention Deficit Hyperactive Disorder (ADHD) Rating Scale and the Behavior Rating Inventory of Executive Function. They also completed the Social Skills Improvement System and a social participation measure. Results Analysis demonstrated low to moderate correlations between social functioning aspects and the majority of NDD's symptoms. Executive functioning was the only predictor of social skills and social participation and accounted for most of the variability of behavioral problems, alongside a small contribution of ADHD symptoms. Conclusion The findings contribute to the accumulating body of knowledge regarding social abilities of children with NDD's and suggest new information as to the effect of executive functions in this domain. Along with conducting a routine evaluation of social skills among children suspected to have NDD's, executive functions should also be comprehensively evaluated.

Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder.

The aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3-6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60min a day, 2days a week for 12weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills.

The relationships between language, functional hearing, social, and motor development skills in children with early cochlear implants

PurposeThe purpose of this study was to investigate the relations between functional hearing, language, social, bilateral coordination and manual dexterity skills in children with early cochlear implants (CIs).MethodsThirty children with CIs were included in this study. The manual dexterity and bilateral coordination development of the participants were evaluated with Manual Dexterity and Bilateral Coordination subtests of Bruininks-Oseretsky Motor Proficiency-2 (BOT-2). Their language skills were assessed by the Test of Early language Development-3. To assess the functional hearing of participants the Functioning After Pediatric Cochlear Implantation scale (FAPCI) was administered their caregivers. Also, the Social Skills Evaluation Scale was administered to participants’ teachers to asses their social skills.ResultsThere were significant correlations between participants’ receptive and expressive language skills, Manual Dexterity, and FAPCI scores (p < 0.05). There were also significant relationships between the SSES and FAPCI scores of the participants (p < 0.05). However, the Bilateral Coordination subtest did not show any significant correlation with any of the measurements (p > 0.05).ConclusionThe results suggest that the language, manual dexterity and functional hearing abilities of children with CIs are closely related. Although, there were no significant correlations between all of the measurement, it is important to look beyond hearing and speech evaluations to assess the whole child.

Voluntary imitation of dynamic facial expressions in attention deficit hyperactivity disorder: a facial-behavior analysis

ABSTRACT Objective The difficulties involved in social interaction among children with attention deficit hyperactivity disorder (ADHD) have been shown in many studies. Based on the knowledge that the imitation of facial expressions is a key factor in social interaction and functionality, the focus of prior studies has been on the evaluation of facial expressions in individuals with ADHD. However, little is known about voluntary facial mimicry in individuals with ADHD. In this context, we aimed to evaluate the voluntary-facial-imitation intensity of dynamic facial expressions in children with ADHD. Method Forty-one children with ADHD and 53 typically developing children were included in the study. Participants were presented with a video of six basic emotions and neutral facial expressions selected from the EU-Emotion Stimulus Set via a screen. After each emotion, the instruction “now imitate it” was given. While the children watched the video, their faces were recorded with a webcam. The intensity of the children’s voluntary facial imitations was examined with a computer vision program (Openface) that performs facial analysis on recorded videos. Results There was no significant difference between the groups in terms of facial emotion recognition accuracy. In group comparisons of voluntary facial mimicry, children with ADHD showed a significantly higher imitation intensity after emotional expressions of sadness, surprise and fear. There was no difference between the groups after the emotions of happiness, anger and disgust. Conclusion This non-obtrusive, noninvasive, and cost-effective method allowed us to measure the quantitative differences in facial mimicry between children with ADHD and typically developing children. Our results contribute new information to the literature by indicating which emotions can be used in the evaluation of social communication skills, as well as intervention targets for these skills, in children with ADHD.

The role of Al Ain University in Developing Social Awareness Among its Students

Purpose: Objective: This study aimed to identify the role of Al Ain University in developing social awareness among people and to identify the differences in the sample’s answers about that role. Study methodology: The descriptive survey method was used through the reality study and data analysis, and this method is considered appropriate for presenting the study. The study sample consisted of (450) male and female students who were selected through simple random sampling. A questionnaire on social awareness, consisting of (13) items. Means and standard deviations were extracted for the first question. The Mann Whitney test was used to determine the significance of the differences according to the gender variable, and the Kruskal-Wallis test was used to compare the means of several independent societies according to the college variable. Results and Discussion: The results of the study showed that the role of the university in developing social awareness among its students was average. The results of the study also showed that there were no differences in the role of the university due to the variables of gender and college. Recommendations: In light of the study results, the researchers recommend the following: Educating students about social awareness skills by holding workshops and seminars, working on continuous evaluation of social awareness skills, Creating a course as a university requirement that contains social skills, concepts, and terminology.

Understanding School Anxiety in Italian Adolescence through an Artificial Neural Network: Influence of Social Skills and Coping Strategies.

School anxiety depends on multiple factors that occur directly or indirectly in the teaching-learning process, such as going to the blackboard in class or reporting low grades at home. Other factors that influence school climate are social skills and coping strategies. That said, the aim of this research was to analyze the sources of school anxiety, coping strategies, and social skills in Italian secondary school students through an artificial neural network. For this purpose, a quantitative and ex post facto design was used in which the Inventory of School Anxiety (IAES), the Coping Scale for Children (EAN), and the Questionnaire for the Evaluation of Social Skills student version (EHS-A) were administered. The results showed that cognitive avoidance and behavioral avoidance coping strategies, together with the lack of social skills in students, are the variables that contributed the most to school anxiety scores in the artificial neural network. The conclusions revolve around the need to develop primary prevention programs.

Longitudinal trajectories of children's social skills: Examining variability in teacher ratings as a function of child demographics

AbstractAlthough the trajectories of children's social skills have been examined across biological sexes, less research has examined these patterns for racially and ethnically diverse children in the United States. The purpose of this study was to estimate the longitudinal growth trajectories of social skills, while examining the influence of biological sex, race, and ethnic identities using an adaptation of the commonly used Social Skills Rating Scale. A large nationally representative sample of elementary school children in the United States were assessed annually from kindergarten through fifth grade (N = 11,792). Structural equation modeling was used to examine latent growth curve models of teacher‐rated interpersonal skills and self‐control. After finding evidence of longitudinal invariance, results suggested a quadratic growth pattern best represented the trajectories of social skills ratings. Teacher ratings for African American children demonstrated a moderate declining linear trajectory throughout elementary school when compared with White children (reference group) and their Asian and Hispanic peers. Children from families with higher socioeconomic status and girls showed moderate to large differences in social skills ratings in kindergarten and stronger growth across time. Implications of the findings with future directions for research are discussed.

An Examination of the Social Skills of Preschool-Age Children with Cochlear Implants

Introduction: The preschool period is the most critical time for the development of social skills. Children with cochlear implants experience challenges in many domains, particularly including communication skills. This study aimed to compare the social skills (initiation, academic support, friendship, and emotion regulation skills) of preschool-age children with cochlear implants to those of their hearing peers. The second aim was investigate the influence of unilateral/bilateral cochlear implant use and preschool attendance on social skills. Method: Thirty-four children (16 girls, 18 boys) with cochlear implants with a mean age of 53.18 months and 36 hearing children (21 girls, 15 boys) with a mean age of 53.92 months were included in this study. The social skills of the hearing children and the children with cochlear implants were compared using the Preschool Social Skills Evaluation Scale. The influence of unilateral/bilateral cochlear implant use and the effect of preschool attendance on social skills were also investigated. Findings: The performances of children with cochlear implants were significantly lower than those of their hearing peers in terms of initiation skills, academic support skills, friendship skills, and emotion regulation skills (p &amp;lt; .05). Bilateral cochlear implant users had significantly higher initiation skills than unilateral cochlear implant users, and cochlear implant users who attended preschool had significantly higher academic support skills than cochlear implant users who did not attend preschool. Discussion: Preschool-age children with cochlear implants were behind their hearing age-mates in social skills and required increased educational support to promote their social skills. Being a bilateral cochlear implant user and attending preschool education had positive effects on social skills.

A school-wide digital programme has context specific impacts on self-regulation but not social skills

It is assumed that digital tools with ubiquitous classroom use have affordances for student agency and a range of social skills. However, few studies have explored the generalised impact of everyday digital classrooms on self-regulation and empathy, perspective taking and prosocial skills. Ten and 11 year old students’ ( n = 115) ratings of self-regulation, social skills and personality were examined in relationship to school-wide practices and instructional foci in two groups of schools ( n = 9) involved in a digital innovation serving low-SES culturally diverse communities. In an early adopting group, students had received a high dosage of three or 4 years of 1:1 digital pedagogy, and in a later adopting group of schools, students had received a low dosage of only 6 months . This natural experiment revealed a context specific effect where high dosage students rated their regulation in digital contexts higher, but not in more general non-digital contexts. However, personality scores particularly those related to self-regulation, were higher for the high dosage students. There were no differences in social skills. The differences were related to the strong focus in the digital innovation on aspects of self-regulation. There was less focus on social skills in the digital innovation. More deliberate teacher augmentation and instructional designs for social skills may be required to capitalise on the affordances of digital tools. School-wide practices, while necessary may not be sufficient to enable the generalisation of skills without this deliberate teacher focus.

Predicting social skills in disadvantaged Chinese high school students through physical education.

This study analyzed the relationships between social skills and motivation to Physical Education, students´ perceived support regarding Physical Education lessons (from parents, teachers and peers) and basic needs satisfaction in a sample of disadvantaged high school Chinese students according to Self-Determination Theory-related main principles. Physical Education classes are a great opportunity to develop not only psychomotor and physiologically, but also psychosocially in young people, and that is why this study investigates the relationship between the social skills of the students and these other main variables of the Self-Determination Theory. Two hundred and nine disadvantaged students enrolled in a camp organized by a non-governmental organization in Chengdu province (15.9 ± 0.83 years; 73.9% female and 26.1% male) completed the Chinese versions of the following Self-Determination Theory-related questionnaires (independent variables): Learning Climate Questionnaire, Activity- Feeling States Scale, Perceived Locus of Causality scale; and social skills questionnaire (dependent variable): Matson Evaluation of Social Skills with Youngsters Scale. The standard multiple regression model to predict social skills based on perceived support, basic needs satisfaction and motivation towards Physical Education was significant (F(11, 195)= 13.85; p < .001; R2=.44; Cohen's f2= 0.78). The social skills of the students were positively related to peer support and relatedness subscales. In contrast, introjected regulation, external regulation, and amotivation were adversely correlated with social skills. We believe that this information would help policymakers and teachers design new policies, actions, and teaching methodologies to implement for the development of Physical Education and sport programs in China, those that will help young people throughout their life span.

Teacher's evaluation of the social skills and recreation activities of 10- to 12-year-old children with Down Syndrome

ABSTRACT Children with Down Syndrome (DS) are perceived to be sociable and to enjoy social interaction, but they are often also found to lag in developmental milestones relating to communication and social skills. Apart from school contributing to the development of social skills, leisure and recreation participation can also contribute to the social skills development of children. The study aimed to determine the social skills and the recreation activities of 29, 10- to 12-year-old children with DS by means of a quantitative observational study design. Teachers applied the Matson Evaluation of Social Skills with Youngsters (MESSY) as an observational rating scale over five consecutive school days, whereafter the Statistical Package for the Social Sciences (SPSS) IBM software, Version 25 was used to determine the group’s social skills. The teacher also completed a supplementary questionnaire on the children’s recreational activities. This data was analysed in Excel. Results indicated that the children with DS show slightly more Appropriate than Inappropriate Social Skills and that they are most likely to participate in fine arts.

The Association between Online Game Addiction and Social Skills among High School Students

ABSTRACT &#x0D; Introduction: Online game addiction is an uncontrollable dependence on online gaming. The social skills of adolescents with online game addiction tend to be difficult to develop and will hinder social development. The purpose of this research is to determine the association between online game addition and social skills among students in Tunas Bangsa Junior High School Greenville.&#x0D; Methods: This is a cross-sectional study of students in Tunas Bangsa Junior High School Greenville. Social skills was measured with Matson Evaluation of Social Skills with Youngsters and online game addiction was measured with Indonesian Online Game Addiction Questionnaire. Data analysis was performed by using chi-square test.&#x0D; Results: There were 73 respondents in this study, most were 14 years old, female, and 9th graders. There are 82.2% of respondents with normal social skills and 60.3% of respondents with online game addiction. There are 56.2% of respondents playing online games ≥4 days/week, 65.8% of respondents playing ≤ 4 hours/day on weekdays, 57.5% of respondents playing ≤ 4 hours/day on weekends, and 27.4% respondents play shooting games. Chi-square analysis shows that there is a significant relationship between gender (p=0.048), frequency of playing online games (p=0.011), duration of playing online games on weekends (p=0.037), and types of online games(p=0.036) with online game addiction.&#x0D; Conclusion: There is no significant relationship between online game addiction and social skills among students in Tunas Bangsa Junior High School Greenville.&#x0D; Key Words: Addiction, Online Game, Social Skills, Adolescent.

Kemampuan Adaptasi Psikososial dengan Kemunculan Perilaku bermasalah pada Siswa Sekolah Dasar

Students’ misbehavior that occurs in the school environment is a refraction of social cognition processes that can interfere with psychosocial development which can have a negative impact on adulthood. Poor psychosocial adaptation is suspected to be one of the causes of problematic behavior emergence, so preventive measures are needed. This study aimed to reveal the correlation between psychosocial adaptability and the emergence of misbehavior. The research subjects were 108 students in the first and second grades at three elementary schools in Singojuruh District, Banyuwangi. The sampling technique used purposive sampling. The research instrument used the SSRT (Social Skill Rating Scale) and SDQ (Strength and Difficulties Questionnaire). Data analysis used simple regression analysis. The results showed that there was a significant negative correlation (r = -0,271, p = 0.012). It means that the higher the psychosocial adaptability, the smaller the emergence of misbehavior and vice versa. Based on the analysis result, it can be concluded that developing students' psychosocial adaptability can be used as a method to prevent the emergence of misbehavior.

Assessing Peer-Related Impairments Linked to Adolescent Social Anxiety: Strategic Selection of Informants Optimizes Prediction of Clinically Relevant Domains

Socially anxious adolescents commonly experience impaired interpersonal functioning with unfamiliar, same-age peers. Yet, we lack short screening tools for assessing peer-related impairments. Recent work revealed that a parent-reported, three-item screening tool produced scores that uniquely related to social anxiety concerns. However, this tool ought to go beyond linking impairments to service needs (i.e., social anxiety symptoms). This tool should also inform the goals of services, in particular by linking impairments to key domains relevant to therapeutically addressing adolescents’ anxiety-related needs, such as social skills when interacting with unfamiliar peers. This requires an assessment approach that involves strategic selection of informants who vary in their expertise for observing anxiety-related needs, as well as the therapeutic goals for addressing anxiety-related impairments (e.g., social skills within peer interactions). We leveraged parents’ reports to link impairments to social anxiety-related needs. To link impairments to social skills, we leveraged informants (i.e., unfamiliar untrained observers [UUOs]) who observed adolescents within tasks designed to simulate interactions with same-age, unfamiliar peers. We tested this approach using a mixed-clinical/community sample of 134 adolescents, ages 14- to 15 years old. We leveraged multi-informant survey reports to assess adolescent social anxiety, and trained independent observers rated adolescents’ social skills within unfamiliar peer interactions. Parents’ reports performed best when distinguishing adolescents on referral status and predicting survey-reported social anxiety, whereas only UUOs’ reports predicted independent observers’ social skills ratings. These findings inform the strategic selection of informants for assessing impairments that commonly prompt the need for adolescents to access mental health services for social anxiety.

Analysis of Feedback Contents and Estimation of Subjective Scores in Social Skills Training.

This paper introduces our analysis results on the feedback contents of Social Skills Training and the consequences of automated score estimation of users' social skills with computational multimodal features. Although previous work showed the possibility of a computerized SST system as a clinical tool, its feedback strategies have not been well-investigated. We focused on the feedback content given by experienced SST trainers in human-human SST sessions to overcome this limitation. We analyzed the points mentioned by experienced SST trainers to determine where they focused during social skills evaluation. We calculated multimodal computational features from video and audio recordings inspired by the results and trained machine learning models for social skills evaluation using these features as input. We trained social skill score prediction models with the highest scores of 0.53 for correlation coefficient and 0.26 for R2. Clinical relevance- We described our automated social skills evaluation method with machine learning models toward a computerized SST system, which can be an additional option to boost the effect of SST by experienced trainers in the future.

Efficacy of the Fast Track Friendship Group Program for Peer-rejected Children: A Randomized-Controlled Trial

ABSTRACT Objective To evaluate the benefits of the Fast Track Friendship Group program implemented as a stand-alone school-based intervention on the social cognitions, social behavior, peer and teacher relationships of peer-rejected students. Method Over four successive years, 224 peer-rejected elementary students (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; grades 1–4; Mage = 8.1 years old) were identified using peer sociometric nominations and randomly assigned to the intervention (n = 110) or a treatment-as-usual control group (n = 114). Four school districts serving economically-disadvantaged urban and rural communities participated. Intervention involved weekly small group social skills training with classmate partners, with sessions tailored to address individual child needs. Consultation meetings held at the start and mid-point of intervention were designed to help teachers and parents support the generalization of targeted skills. Results Multi-level linear models, with children nested within schools (controlling for demographics and baseline scores) documented improvements in social-cognitive skills (direct assessments of emotion recognition and competent social problem-solving), social behavior (teacher ratings of social skills and externalizing behavior), and interpersonal relationships (peer sociometric nominations of peer acceptance and friendships, teacher-rated student-teacher closeness). Significant effects were generally small (ds = .19–.36) but consistent across child sex, grade level, and behavioral characteristics. Conclusions The intervention proved feasible for high-fidelity implementation in school settings and produced significant improvements in the social adjustment of peer-rejected children, validating the approach as a school-based Tier 2 intervention.