Children’s Social Skills Training: A Meta-Analysis

  • Barry H. Schneider
  • Barbara M. Byrne


Social skills training (SST) programs for children have been inspired by convincing evidence that childhood social competence is related to psychological adjustment in later years. It has not been clearly established, however, that interventions aimed at increasing childhood competence can improve the outcome for the children involved. Nevertheless, the number and variety of social skills training programs emerging in both the professional literature and commercial market attest to the appeal of this form of therapy. As is the case for most other forms of therapy, little data are available with regard to the relative effectiveness of the various training approaches or the child characteristics that may be associated with successful intervention. Several review articles on social skills training have focused on a given intervention modality (e.g., Combs & Slaby, 1977; Urbain & Kendall, 1980) or target population (e.g., Conger & Keane, 1981; Gresham, 1981). All have concluded that despite conflicting results and methodological problems, there is empirical evidence that provides some support for the positive impact of social skills training.


Social Skill Preschool Child Social Competence Teacher Rating Child Characteristic 
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Copyright information

© Springer-Verlag New York, Inc. 1985

Authors and Affiliations

  • Barry H. Schneider
  • Barbara M. Byrne

There are no affiliations available

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