对于有或有早期情绪和行为问题风险的学龄前儿童的社会技能干预措施的元分析
Xin Dong1, Mack D Burke2, Gilbert Ramirez3
1Department of Teacher Education, Nicholls State University, Thibodaux, LA 70301, USA.
Behavioral sciences (Basel, Switzerland)
|November 24, 2023
概括
早期社会技能培训有效地解决了学龄前儿童的情绪和行为问题. 这次元分析发现了显著的积极效应,强调了干预策略的重要性.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 儿童早期的情绪和行为问题需要有效的干预.
- 社会技能培训是早期社会行为干预的关键组成部分.
- 患有或面临这些问题的学前儿童可以从有针对性的支持中受益.
研究的目的:
- 对处于情绪和行为问题风险的学龄前儿童进行社会技能干预研究进行系统的审查和元分析.
- 确定这些干预措施的整体有效性.
- 确定影响干预结果的潜在调节者.
主要方法:
- 对25项涉及学龄前儿童的小组设计研究进行了全面的元分析.
- 包容性标准确保了对情绪和行为问题的社会技能干预措施的相关性.
- 强大的差异估计被用来计算整体效应大小,考虑到基线差异.
主要成果:
- 分析包括了25项研究,其中包括来自3484名参与者的151个效果大小.
- 发现总体正面效应大小为0.54,表明显著的干预效益.
- 课程,整合策略和治疗忠实性成为干预有效性的重要调节者.
结论:
- 早期社会技能干预措施对有情绪和行为问题或有情绪和行为问题风险的学龄前儿童产生了显著的积极影响.
- 这些发现强调了设计精良的课程,有效的整合和高治疗忠实性的重要性,以最大限度地提高干预成功.
- 本综述提供了基于证据的支持,用于在幼儿环境中实施社会技能培训.
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