| Socially withdrawn children are at increased risk for various maladaptive outcomes. One intervention suggested to mediate these outcomes is the use of peer-mediated social skills training. However, little research supports its use with socially withdrawn children; even less research has investigated the role of peer mediators in the generalization of treatment effects. The purpose of this study was to evaluate a generalization training package on the generalization of socially withdrawn students and their peer mediators' interactions. This study compared the effectiveness of various procedures in a peer-mediated intervention on the generalization of prosocial interactions with socially withdrawn students and examined how students' perceptions of social support, bullying experiences, and intervention acceptability changed as a result of the peer-mediated social skills training intervention. Results indicated that the socially withdrawn participants engaged in more prosocial behavior following the intervention and that it generalized to a highly unstructured, novel setting with multiple students. |
