Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders A Review and Analysis of the Meta-Analytic Literature
Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders A Review and Analysis of the Meta-Analytic Literature
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DOI：
10.1177/1063426608314541
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发表时间：
2008-09-01
影响因子：
1.9
通讯作者：
Crews, S. Dean
中科院分区：
文献类型：
--
作者：
Cook, Clayton R.;Gresham, Frank M.;Crews, S. Dean
有情绪和/或行为障碍（EBD）或有此风险的中学生的特点是社交能力严重不足。此外，随着学生过渡到中学年级，社会能力的复杂性和重要性增加。社会技能培训（SST）是一类干预措施，经常与被确定为EBD的中学生实施，作为提高他们的社会能力的一种手段。然而，目前尚不清楚的是，证据基础是否支持对这一特定的学生子集使用SST。摘要本研究旨在整合整合评估身心健康训练对中学生身心障碍治疗效果之文献。从这个分析结果表明，SST产生改善三分之二的中学生EBD相比，只有三分之一的控制。从这个分析的结果进行解释，在反对意见的SST与EBD中学生的疗效。
Secondary students with or at risk for emotional and/or behavioral disorders (EBD) can be characterized as having severe deficits in social competence. Moreover, as students transition into the secondary grades, social competence takes on increased complexity and importance. Social skills training (SST) represents a class of interventions routinely implemented with secondary-age students identified as EBD as a means of improving their social competence. What is unknown, however, is whether the evidence base supports the use of SST for this particular subset of students. The purpose of this research was to synthesize the meta-analytic literature evaluating the efficacy of SST for secondary students with EBD. Results from this analysis indicate that SST produces improvements in two thirds of secondary students with EBD, compared to only one third of controls. The results from this analysis are interpreted in light of opposing opinions regarding the efficacy of SST for secondary students with EBD.