Evaluation of a Multi-Component Group Approach for Improving the Social Skills of Elementary School Children

Abstract

Abstract This study evaluated the effectiveness of a multicomponent group approach for improving the social skills of elementary school children. Two fifth grade classrooms were used in the study (N = 40). One class received the treatment program while the other class served as a control group. The method of intervention included problem-solving techniques, social skill, sociorecreational activities and small group intervention strategies. Children of varying social status were assigned to small groups and met once a week for 45 minutes over an eight-week time period. Three skills were emphasized: (1) initiating and maintaining a conversation with peers, (2) joining an ongoing activity, (3) including others in your activities. Three measures were administered: sociometric ratings and nominations, a roleplay test, and a locus of control test. Students in the treatment group showed significant improvement on sociometric ratings (follow-up) and the roleplay test (posttest). Low status children in the treatment group (n = 5) showed significant improvement on negative peer nominations (follow-up) and the roleplay test (posttest).