In Guglielmo and Tryon (2001), social skills training plus reinforcement increased sharing behaviors significantly more than reinforcement alone, while effects on being in a group were positive but not significant¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3·i3large
Currency · newest study 2013 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · 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 Frequency of sharing behaviors was significantly higher for the social skills training group than the reinforcement-only group (effect size 1.12, improvement index +37, p < 0.05). → Social Skills Training 2013
q3 i? Frequency of being in a group favored the training group but was not statistically significant (effect size 0.28, improvement index +11, p > 0.05). → 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 · causal · r2
Randomized comparison of three classrooms receiving the Taking Part curriculum plus reinforcement against three classrooms receiving reinforcement only (38 children with developmental delays); the printed means are 5.69 versus 2.76, effect size 1.12, p < 0.05, described as "statistically significant" in the domain average row.
"Frequency of "sharing" behaviors Preschoolers 6 classrooms/ 38 children 5.69 (2.55) 2.76 (2.55) 2.93 1.12 +37 < 0.05"
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? · causal · r2
Same randomized trial, second outcome measured by direct observation in three 20-minute periods; printed means 10.65 versus 9.58, effect size 0.28, improvement index +11, p > 0.05 — positive but not statistically significant.
"Frequency of "being in a group" behaviors Preschoolers 6 classrooms/ 38 children 10.65 (4.19) 9.58 (3.22) 1.07 0.28 +11 > 0.05"
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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
taking-part-training-increases-sharing-behaviors |
title |
In Guglielmo and Tryon (2001), social skills training plus reinforcement increased sharing behaviors significantly more than reinforcement alone, while effects on being in a group were positive but not significant |
description |
In Guglielmo and Tryon (2001), social skills training plus reinforcement increased sharing behaviors significantly more than reinforcement alone, while effects on being in a group were positive but not significant |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-18 |
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 |
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