In Ferentino (1991), social skills training produced a large significant effect on teacher-rated Vineland Socialization but not on four other social-emotional measures¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr3·q3·i3large
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 The VABS-C Socialization domain showed a statistically significant positive effect (effect size 1.53, improvement index +44, p = 0.00). → Social Skills Training 2013
q3 i? The other four measures in the domain (CBCLP, CBCLT, K-ABC Face Recognition, VABS-I) were not statistically significant, with effect sizes ranging from -0.48 to 0.16. → Social Skills Training 2013 (2)
Evidence¶
Social Skills Training 2013¶
Social Skills Training. (2013). What Works Clearinghouse Intervention Report: Early Childhood Education Interventions for Children with Disabilities. U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/578
q3 · i3 · review · r3
Randomized trial comparing school-based My Friends and Me training to wait-list control on teacher-rated Vineland Socialization; printed means 50.44 versus 32.58, effect size 1.53, improvement index +44, p = 0.00.
"Socialization domain of the Vineland Adaptive Behavior Scales, Classroom Edition (VABS-C) Preschoolers 8 classrooms/ 65 children 50.44 (14.49) 32.58 (7.73) 17.86 1.53 +44 0.00"
Social Skills Training 2013 (2)¶
Social Skills Training. (2013). What Works Clearinghouse Intervention Report: Early Childhood Education Interventions for Children with Disabilities. U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/578
q3 · i? · review · r3
In the same trial, five social-emotional measures were analyzed; only one was significant. Printed effect sizes for the non-significant measures were 0.13 (CBCLP), -0.19 (CBCLT), -0.48 (K-ABC Face Recognition), and 0.16 (VABS-I).
"The study reported a statistically significant positive effect for one measure, which was confirmed by the WWC. The results for the other four outcomes were not statistically significant."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — outcome: instruction changes it
Related Claims¶
- Social skills training has positive effects on social-emotional development and behavior for preschool children with disabilities in early education settings — a broader claim this one bears on
- Social skills training shows no discernible effects on cognition for preschool children with disabilities — related
- LeBlanc and Matson (1995) found a statistically significant positive effect on one social-emotional outcome but insufficient information prevented WWC verification or inclusion in the rating — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ferentino-vabs-c-socialization-significant-effect |
title |
In Ferentino (1991), social skills training produced a large significant effect on teacher-rated Vineland Socialization but not on four other social-emotional measures |
description |
In Ferentino (1991), social skills training produced a large significant effect on teacher-rated Vineland Socialization but not on four other social-emotional measures |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — social-skills-training-2013, social-skills-training-2013-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.