Systematic Review of Interventions to Promote Social-Emotional Development in Young Children With or at Risk for Disability
American Journal of Occupational Therapy
Case-Smith, J. (2013).
American Journal of Occupational Therapy, 67(4), 395-404.
This systematic review investigates interventions that promote social-emotional development in preschool-age children with or at risk for disabilities. Although this review is written in the context of occupational therapy, the highlighted conclusions in this summary include interventions and outcomes that are within the purview of a speech-language pathologist.
American Occupational Therapy Association
Studies published since 1990
Peer-reviewed studies of any design
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<div>Social skills interventions (e.g., parent or peer-mediated interventions, joint attention interventions, direct instruction) were generally associated with improvements for young children (birth to 5) with or at risk of disability. The types and focus of interventions varied widely based upon child age and diagnosis. Further research is needed to determine the true effect of these intervention types for children with disability.</div>
