Behavioral Disorders · 2004 · 199 citations · 52 references
EducationPsychologySpecial EducationBehavioral DisordersEmotional DisordersProsocial BehaviorBehavioral Disorders In ChildhoodBehavioral InterventionsSocial CompetenceSocial SkillsSocial Skills DevelopmentSocial-emotional InterventionBehavioral Developmental DisordersConstruct ValidityConstruct Validity AssessmentEffect SizeSchool-based Behavior InterventionSocial Interaction SkillsSocial Skills AcquisitionSocial-emotional Skills
This article reviews the current knowledge base of social skills training (SST) for students with or at risk for emotional and behavioral disorders (EBD). The study evaluates the existing SST literature for construct, internal, external, and social validity. The authors assess these validity dimensions by reviewing and synthesizing the literature. Research syntheses show that SST improves social interaction, prosocial behavior, and social‑cognitive skills, yields a 64 % improvement rate over controls, is effective across aggression, internalizing, and antisocial behaviors, but has weaknesses in social validity of outcome measures, yet remains an essential component of comprehensive interventions for students with EBD.
This article provides an analysis of the current knowledge base of social skills training (SST) with students with, or at risk for, Emotional and Behavioral Disorders (EBD). This knowledge base is evaluated with respect to issues regarding construct, internal, external, and social validity of the SST literature. Research syntheses investigating construct validity suggest that the three domains of social interaction, prosocial behavior, and social-cognitive skills adequately represent the social skills construct. Internal validity analyses based on the results of six meta-analyses suggested that SST is an effective intervention strategy for students with EBD, showing a 64% improvement rate relative to controls using the Binomial Effect Size Display. External validity analyses showed that SST is effective across a broad range of behavioral difficulties, such as aggression externalizing behaviors, internalizing behaviors, and antisocial behavior patterns. Some weaknesses were noted in the social validity of SST outcome measures, and recommendations are made for improvement in this area. Overall, SST is an effective and essential part of a comprehensive intervention program for students with EBD.
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