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Remedial and Special Education
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Social Skills Interventions for Young Children with Disabilities

A Synthesis of Group Design Studies

Sharon Vaughn

Department of Special Education and director of the Texas Center for Reading and Language Arts at the University of Texas at Austin

Ae-Hwa Kim

Texas Center for Reading and Language Arts at the University of Texas at Austin

Claire V. Morris Sloan

University of Texas School of Law

Marie Tejero Hughes

University of Texas School of Law

Batya Elbaum

University of Illinois at Chicago

Dheepa Sridhar

University of Miami

This study synthesizes the findings of social skills interventions conducted with 3- to 5-year-old children with disabilities between 1975 and June of 1999. An extensive search of the professional literature yielded a total of 23 group-design intervention studies that met criteria for inclusion in the synthesis. The synthesis provides a description of the purpose, procedures, measures, and findings of each study as well as an analysis of effect size outcomes in relation to critical features of the primary studies. Positive outcomes were associated with a range of interventions, including modeling, play-related activities, rehearsal/practice, and/or prompting.

Remedial and Special Education, Vol. 24, No. 1, 2-15 (2003)
DOI: 10.1177/074193250302400101
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