Abstract
Sixty-four single-subject studies examining the effectiveness of social skills interventions with students with emotional or behavioral problems were included in this synthesis. The results of quantitative synthesis procedures using percentage of nonoverlapping data suggest that social skills interventions have limited empirical support for their overall effectiveness. Implications for future social skills research and quantitative analysis methodology are discussed.
Original language | English (US) |
---|---|
Pages (from-to) | 193-201 |
Number of pages | 9 |
Journal | Behavioral Disorders |
Volume | 23 |
Issue number | 3 |
DOIs | |
State | Published - May 1998 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Clinical Psychology