Date of Award
5-2004
Degree Type
Report
Degree Name
Master of Science (MS)
Department
Psychology
First Advisor
NA
Abstract
Social competency training is a common intervention for students at risk for developing
or classified with emotional/behavioral disorders. However, a review of research indicated that it
is only mildly effective in producing significant outcomes for these students. A number of
factors have been identified as possibly impacting the success of social competency training,
including: the intervention setting, the timing of intervention, characteristics of participants,
characteristics of interventions and the outcome measurements ~d. A review of literature was
conducted to evaluate these factors. Findings of the review indicate that there are not significant
differences between interventions conducted in regular education and resource or small group
settings. The most compelling results were from interventions based in self-contained or
specialized settings; however, there were only a small number of studies in this setting. Timing
of intervention does not appear to be a significant factor. In the studies reviewed, outcomes
were slightly more positive for pre-school and kindergarten age children and older elementary
school age students compared to first and second grade age groups. In terms of participant
characteristics, students with the most severe behaviors and students with externalizing behaviors
were more positively impacted than students with mild or moderate behaviors or internalizing
behaviors. Characteristics of the most successful interventions were those with individualization
procedures, treatment matched to symptoms, programs using the First Step to Success, the use of
emotional competency training, interventions using peers as trainers or role models and the use
of specific behavioral strategies, such as group contingencies. The outcome measurements with
the most compelling results were direct observations, followed by socio-metrics and self-reports.
Academic assessments and rating scales had the least significant outcomes. Limitations include
comparing studies with single subject designs to studies using control group designs and drawing
conclusions based on small numbers of studies with specific characteristics.
Recommended Citation
Sosa, Cristine C., "Review of Social Competency Training for Pre-School and Elementary School Age Students at Risk for Developing or Classified with Emotional/Behavioral Disorders" (2004). All Graduate Plan B and other Reports. 985.
https://digitalcommons.usu.edu/gradreports/985
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