| Summary: | The purpose of the current study was to determine the effectiveness of a manualized, universal social skills intervention for young students. Past research on the use of universal interventions within the domain of social skills has shown great promise, and the importance of social skills has been demonstrated through their empirical relation to academic and behavioral outcomes. Additional research has shown that, overall, social skills training interventions for young children are successful and have lasting effects. These findings convey the importance and need for effective, efficient, and early social skills training interventions. As such, this study used a quasi-experimental pretest-posttest control group design to test the effects of the Classwide Intervention Program on preschool and kindergarten childrens prosocial behavior, motivation to learn, classroom behaviors, and early academic skills. Results indicated that children receiving the intervention were rated higher on measures of prosocial behaviors and social skills directly targeted by the intervention. Limitations of the study and implications for future research and practice are discussed.
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