Dong Xin, Burke Mack D, Ramirez Gilbert, Xu Zhihong, Bowman-Perrott Lisa
Department of Teacher Education, Nicholls State University, Thibodaux, LA 70301, USA.
School of Education, Baylor University, Waco, TX 76706, USA.
Behav Sci (Basel). 2023 Nov 16;13(11):940. doi: 10.3390/bs13110940.
Early social-behavioral intervention that emphasizes social skill training is critical to addressing emotional and behavioral problems in early childhood. In this meta-analysis review, we examined all the social skills intervention studies for preschoolers with, or at risk of, emotional and behavioral problems using group designs. This review included 25 studies that met the inclusion criteria. The robust variance estimation method was used to calculate the overall effect size of all the included studies, as this method can count for the pre-existing difference between the experiment and control groups. The included studies yielded an overall effect of 0.54 from the 151 effect sizes that were obtained for the 3484 preschool participants. Curriculum, integration, and treatment fidelity were identified as significant moderators of effects.
强调社交技能训练的早期社会行为干预对于解决幼儿期的情绪和行为问题至关重要。在这项荟萃分析综述中，我们使用组设计审查了所有针对有情绪和行为问题或有此类风险的学龄前儿童的社交技能干预研究。该综述纳入了25项符合纳入标准的研究。使用稳健方差估计方法来计算所有纳入研究的总体效应量，因为该方法可以考虑实验组和对照组之间预先存在的差异。纳入的研究从为3484名学龄前参与者获得的151个效应量中得出了0.54的总体效应。课程、整合和治疗保真度被确定为效应的显著调节因素。
