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

Mary Magee Quinn, Kenneth A. Kavale, Sarup R. Mathur, Robert B. Rutherford, Steven R. Forness

Research output: Contribution to journalArticlepeer-review

158 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)54-64
Number of pages11
JournalJournal of Emotional and Behavioral Disorders
Volume7
Issue number1
DOIs
StatePublished - Jan 1 1999
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health

Fingerprint

Dive into the research topics of 'A Meta-Analysis of Social Skill Interventions for Students with Emotional or Behavioral Disorders'. Together they form a unique fingerprint.

Cite this