McIntosh R, Vaughn S, Zaragoza N
School of Education, University of Miami.
J Learn Disabil. 1991 Oct;24(8):451-8. doi: 10.1177/002221949102400802.
Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping, group size, intervention duration, intervention procedures, subject selection, and type of interventional model are examined to find patterns that reflect intervention success. Several intervention characteristics and components are associated with social intervention effectiveness: selecting subjects who had social skills difficulties or low peer acceptance, using cognitive-behavioral intervention procedures, providing individual or small group instruction, and applying long-term intervention and training. Discussion focuses on difficulties in comparing studies to determine intervention effectiveness through the examination of outcome measures, a call for revisions in future reporting of social interventions in the literature, and those intervention factors that relate to increases in peer acceptance.
对22项研究进行了综述，这些研究报告了社会技能培训及干预对572名年龄在5至19岁之间被认定为学习障碍儿童的影响。对这些研究进行综述以考察干预效果的特征和组成部分。对受试者的年龄和性别、年级分组、小组规模、干预持续时间、干预程序、受试者选择以及干预模式类型进行了考察，以找出反映干预成功的模式。若干干预特征和组成部分与社会干预效果相关：选择存在社会技能困难或同伴接纳度低的受试者、采用认知行为干预程序、提供个别或小组指导，以及进行长期干预和培训。讨论集中在通过考察结果指标来比较研究以确定干预效果时所面临的困难、呼吁对文献中未来社会干预报告进行修订，以及那些与同伴接纳度提高相关的干预因素。
