Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger's syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down…

This paper reports the results of a randomized controlled trial evaluating "We Have Skills," a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817…

This study represents a "Time 1" intervention and a three-month follow-up at Time 2 to assess the impact of a relationship education program adapted from Gottman's nine skills of communication. The researchers mapped the cognitive, emotional, and behavioral learning outcomes generated by using the AIAI-FTFD start-to-finish teaching model…

The purpose of this systematic review and meta-analysis was to synthesize the available research on the "Skills for Social and Academic Success" ("SASS") program, a school-based cognitive/behavioural intervention for adolescents with social anxiety disorder. A search of online databases, combined with reference list examination…

Determining the integrity of emotion recognition in autistic spectrum disorder is important to our theoretical understanding of autism and to teaching social skills. Previous studies have reported both positive and negative results. Here, we take a formal meta-analytic approach, bringing together data from 48 papers testing over 980 participants…

Background: One of the objectives of the new Spanish Education Act is for students to develop a series of social skills, largely derived from the ability variables of assertiveness and empathy. Sport Education is an instructional model that is deemed useful in the development of personal and social responsibility and social values. It requires…

For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components:…

This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95% CL = 1.32-1.48, N = 115). In the further, several…

The current study evaluated the effectiveness of a multimedia social skills program, Superheroes Social Skills for Children with Autism, in increasing the social engagement skills of 4 elementary-aged students with an autism spectrum disorder. This program incorporates several evidence-based practices into one comprehensive curriculum, namely…

Schools are an important context for children's social and emotional development. In classrooms and other school settings, children and adolescents need to have skills such as managing negative emotions, being calm and focused, following directions, and navigating relationships with peers and adults. To build and support these skills, schools have…

Purpose: This paper's objective is to test the main effect of negotiation training-level on acquiring negotiation skills. Training level refers to the time a trainee spends in a negotiation training course receiving the standard style and methods of training. Negotiation skills are manifested through trainees' performance after receiving training.…

Low-income preschool children face many risks to their social-emotional development that can affect their school experience and social outcomes for years to come. Although there are some promising approaches to improving young children's social-emotional competence, the evidence base is limited, particularly on the effectiveness of these…

This RCT examined the efficacy of a manualized social intervention for children with HFASDs. Participants were randomly assigned to treatment or wait-list conditions. Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition, interest expansion, and interpretation of non-literal language. A…

Social and behavioral problems can interfere with a child's acquisition of age-appropriate skills, which may lead to antisocial behavior in adolescence and adulthood. Thus, determining how best to support positive skills during early childhood is critical. Using data from the first three phases of the NICHD Study of Early Child Care and Youth…