| Meta-analytic techniques were used to analyze the outcomes of twenty eight peer-reviewed journal articles that empirically evaluated interventions that took place in school settings and focused on the improvement of social skills. These interventions were implemented classroom-wide, involving both the socially competent and those with social-skills difficulties. In general, the overall effect of school interventions on social behavior was positive. Several variables were found to moderate the outcome. For example, early intervention in pre-K and Kindergarten were more effective than later intervention. The results of this meta-analysis are discussed as they relate to research, practice, and intervention with children. |
