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¶
Claim · All claims
Evidence · 1 study · causalr1·q3
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 i? The study analyzed two observed outcomes and found a significant positive effect on one and no significant difference on the other, but effect sizes could not be calculated from the reported statistics. → Social Skills Training 2013
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 · i? · causal · r1
Randomized trial in a preschool for children with developmental delays (16 intervention, 16 comparison children) measuring frequencies of appropriate and inappropriate behaviors during semi-structured play; the report notes "insufficient information for the WWC to calculate effect sizes or to verify the significance tests".
"LeBlanc and Matson (1995) analyzed two outcomes in this domain and found a statistically significant positive effect favoring the intervention on one outcome but no significant difference between the groups on the other outcome."
Discussion¶
Learner Variables¶
- Emotional Intelligence — outcome: instruction changes it
Related Claims¶
- In Ferentino (1991), social skills training produced a large significant effect on teacher-rated Vineland Socialization but not on four other social-emotional measures — related
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
leblanc-matson-insufficient-reporting-excluded |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — social-skills-training-2013 |
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