Effects of a Social Skills Intervention Administered in Mixed Diagnostic Groups for Children with Peer Relationship Problems

Authors

Elizabeth K. Lefler, Oklahoma State UniversityFollow
Cynthia M. Hartung, University of WyomingFollow
Douglas J. Scambler, University of WyomingFollow
Melanie C. Page, Oklahoma State University
Maureen A. Sullivan, Oklahoma State University
Monica L. Armendariz, Oklahoma State UniversityFollow
Jill C. Isenberg, St. Louis Children's Hospital
Christina M. Warner, University of Tennessee

Document Type

Article

Journal/Book/Conference Title

NHSA Dialog

Volume

12

Issue

1

First Page

18

Last Page

32

Abstract

Research on social skills interventions has been mixed. This study evaluates a group-administered, manualized social skills intervention program. Twenty-three boys and 9 girls between the ages of 7 and 13 participated. Participants were included in the groups based on peer relationship difficulties rather than diagnostic status, resulting in a diagnostically heterogeneous sample. As a group, children who were symptomatic at pretest made statistically significant and, in some cases, clinically significant improvements on socially relevant constructs. The results provide modest support for this intervention. Implications for future research, clinical work, and younger children are discussed.

Department

Department of Psychology

Original Publication Date

1-1-2009

DOI of published version

10.1080/15240750802590750

Recommended Citation

Lefler, Elizabeth K.; Hartung, Cynthia M.; Scambler, Douglas J.; Page, Melanie C.; Sullivan, Maureen A.; Armendariz, Monica L.; Isenberg, Jill C.; and Warner, Christina M., "Effects of a Social Skills Intervention Administered in Mixed Diagnostic Groups for Children with Peer Relationship Problems" (2009). Faculty Publications. 6153.
https://scholarworks.uni.edu/facpub/6153