A meta‐analytic review of social problem‐solving interventions in preschool settings

Abstract

Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School‐based SPS programming has been shown to prevent and remediate externalizing behaviours for older children, but a summary of its effectiveness for preschoolers in early childhood settings is unavailable. The purpose of the current meta‐analytic review was to (a) provide a summary of the characteristics of current SPS instruction in preschool settings and (b) examine the effectiveness of interventions that include an SPS component in decreasing externalizing behaviours and increasing social competence among preschoolers. Using meta‐analytic review, we present common characteristics of preschool interventions that include SPS and provide evidence for the efficacy of these interventions in reducing externalizing behaviours and increasing social competence in preschoolers. Highlights We performed a meta‐analytic review of preschool social problem‐solving interventions (SPS). We examined both preschool‐based and home‐based reports of behavior and social competence for meta‐analysis. We found evidence for the efficacy of interventions in reducing externalizing behavior and increasing social competence for preschool‐based reports.

Preschool Children’s Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child’s Learning Difficulties

“…Second, in terms of the advantages of focusing on children’s SIP in programs aiming at reducing children learning problems, in a recent Meta-analysis, Barnes, Wong, and O’Brian [ 73 ] reported on 31 different studies of social problem-solving interventions in preschool. In all of these studies, the expected targeted outcomes were the reduction of problem behavior and/or the improvement of positive social skills.…”

The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers

“…Problem-solving is a core social-emotional skill that may result in improved social interactions and competence (Walker et al, 2013). Problem-solving helps children engage in more appropriate behaviors as alternatives to problem behavior (Barnes et al, 2018). Children who engage in challenging behavior often have limited problem-solving skills.…”

Attachment, Rejection Sensitivity, Support, Psychological Capital and Alcohol Dependency in Students

“…There are some very efficacious social problemsolving interventions for children, for example the I Can Problem Solve (ICPS) programme -formerly called the Interpersonal Cognitive Problem-Solving programme (Shure, 1992;Shure & Spivack, 1982). A recent meta-analytic review provides evidence of the efficacy of social problem-solving interventions in increasing social competence in children even at pre-school (Barnes, Wang, & O'Brien, 2018).…”