Evidence from single case research on social skills interventions for preschoolers at‐risk for EBD: A scoping review and application of quality indicators

Research suggests that 10%–20% of preschoolers have emotional and behavioral problems that would place them at‐risk for development of emotional and behavioral disorders (EBD). Preschool children who exhibit early onset of antisocial and externalizing problem behaviors require early social‐behavioral interventions focused on social skills. A scoping review was conducted that identified 33 single‐case research design studies on social skills interventions for preschoolers. Quality indicatiors were used to examine the design quality of the studies included. A total of 19 studies met quality standards with reservation or met standards without reservations. 43 participants in 11 studies conducted by 10 research teams showed evidence to support social skills interventions as effective interventions. The majority of the evaluated studies (97%) reported IOA. These findings contribute to the growing literature base underscoring social skills interventions in early childhood settings. Practitioner Points Social skills interventions were effective for preschoolers at risk for emotional behavioral disorders in 11 included single case research studies. A total of 19 single case research studies had robust research designs according to What Works Clearinghouse standards. Teachers were effective implementers in 12 included single case research studies.