Social Skills Training For Children Research Articles

Didactic methods for enhancing children's peer relations: A quantitative review

A meta-analytic review was conducted of 79 controlled studies of children's social skills training. The overall short-term effectiveness of social skills training was seen as moderate. Multiple regression analysis was used to partition the variance in effect size. Diagnostic description of the subjects contributed heavily to the prediction; withdrawn subjects respond better than aggressive youngsters and children not diagnosed as behaviorally atypical. Modeling and coaching techniques are associated with higher effect sizes than social-cognitive procedures or multitreatment packages, but training technique did not emerge as a significant predictor of outcome in the multiple regression analysis. Outcome varied considerably as a function of variable. Effect sizes were higher for indices of social competence (observed social interaction, peer- and self-report, social-cognitive skill) than for more peripheral variables (e.g., global self-concept, academic achievement). Effectiveness at follow-up, though still substantial, was lower than posttreatment indicators. There were few studies with follow-up measurement at posttreatment intervals longer than 3 months.

Peer Ratings of Children's Assertive and Unassertive Behavior:

The purpose of this investigation was to explore children's judgements of peers' assertive and unassertive behavior in positive and negative interactions. Subjects were 142 third and fourth graders, 8 to 11 years of age. Stimulus materials were sets of three short videotaped scenes in which a female target child behaved either assertively or unassertively with a female peer. Four types of scenes were utilized: positive situations and assertive behavior (PA), positive situations and unassertive behavior(PU), negative situations and assertive behavior (NA), and negative situations and unassertive behavior (NU). Groups of 8 to 10 male and female subjects each viewed one set of scenes and then completed a 10-item questionnaire assessing their judgements of the target children's social skillfulness and likability. Results indicate that subjects rated assertive behavior in positive situations significantly higher than in negative situations for the majority of the items. Also, ratings for the PA and NU scenes and for the NA and PU scenes generally did not differ significantly. No significantly main effect of target child or gender of subject was demonstrated although some trends were noted. These findings strongly suggest that children's judgments of peers' assertive and unassertive behavior are situationally specific. Results of the present study have important implications for children's social skills training.

Social Skills Training for Children: Innovations and Consumer Guidelines

The present paper applies Joseph Scandura's structural learning model to the problem of teaching children social skills. Using the model as a framework to discuss the variables which are necessary ...

Review of Social Skills Training for Children and Youth.

Review of Social Skills Training for Children and Youth.

Social Skills Training for Children: A Methodological and Clinical Review of Behavior Modification Studies

The purpose of this paper was to review the methodological rigor and clinical implications of behavior modification studies in which social skills have been taught to socially deficient children. Thirty two studies were reviewed. The following four treatment approaches were identified and reviewed: adult contingent attention; peer-mediated strategies; modeling; and treatment packages. The clinical merits and limitation of each approach are discussed. Identification and possible target behaviors for neglected and rejected children are outlined. It appears however that conclusions are not warranted at this time about the relative effectiveness of the four treatment strategies. Research issues such as subject selection and the need to document that skills acquired during training are associated with relevant outcome measures are discussed. Finally, suggestions for future social skills studies are offered.

Review of Social Skills Training for Children and Youth.

Review of Social Skills Training for Children and Youth.

Stopping abuse before it occurs: Different solutions for different population groups

This paper reports on a conference at which participants reviewed indepth the literature on child abuse prevention and child development, as it pertains to different cultural and ethnic population groups, and identifies alternative prevention strategies for these different groups. The efficacy of the following interventions are analyzed: perinatal support programs, education for parents, treatment for abused children, early and periodic childhood screening and treatment programs: social skills training for children and young adults; mutual aid programs and neighborhood support groups; family support services such as crisis care; public information about child abuse and community development activities such as employment assistance. The paper concludes that although treatment services for different groups may be quite similar, prevention strategies must take account of the individual and unique values, norms and socialization patterns of different groups.