Efficacy of social skills training in the improvement of childhood externalized disorders: A meta-analytic study of sociocultural variables

A meta-analytic review of 20 articles on social skills training with children exhibiting externalized disorders, was conducted. The study addressed four critical issues found in the literature: (a) the extent to which outcome results are generalized to natural settings; (b) the extent to which peer and parent training are effective in producing significant treatment results; (c) potential differences between outcome results among behavioral, problem-solving, and social information processing subtypes and (d) the extent to which treatment results are sustained during follow-up assessments. Selective sampling criteria were used along with a heterogeneous sample of children (ages 6 to 13) displaying a single disorder. In addition, only training programs independent from residential settings, were included in the study. A small qualitative review of studies also examined the effects of ethnic-specific interventions in the improvement of acculturation and adaptation of minority youth.;A weighted mean effect size with a pooled standard deviation was used to analyze the magnitude of effect for treatment results. Results yielded significance for the general effects of social skills training as well as for generalization of skills and follow-up. Behavioral interventions were shown to be the most effective in producing positive results than either problem-solving or social perception training. In comparing magnitude of effect for peer-mediated and parent training programs, a slightly higher level of significance was shown in favor of the former, with no significance of effect size demonstrated between the two classes. Additional exploratory analyses indicated the importance of age and socioeconomic factors in general treatment results.;The meta-analysis concurs with previous research supporting the general efficacy of social skills training while also exploring additional variables, such as the inclusion of children with a single disorder, factors contributing to sustained treatment effects, and environmental conditions. Specific suggestions for future research are discussed.