The result of implementing these social skills interventions appeared generally positive outcomes. Most participants who received the SST treatment decreased disruptive or antisocial behaviors and improved positively social competence. Despite generally positive outcomes of SST, the individual studies presented many limitations and mixed outcomes.
Quinn, Kavale, Mathur, Rutherford, and Forness (1999) suggested that the inconsistent outcomes could indicate the failure to properly assess group-based interventions, and recommended long-term study and formative evaluation. Kamp, Tankersley, and Ellis (2000) suggested the needs of larger sample sizes in future studies. Also, most maintenance studies were conducted immediately after intervention or in a year. Ross and Sabey (2015) pointed out the necessity of more data in long-term maintenance.
In reviewed studies, various interventionists delivered the SST lessons such as
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(2006) stated the efficacy becomes more powerful when intervention includes family, peer, and community components. Kamp, Tankersley, and Ellis (2000) added peer tutoring interventions to sustain positive interaction and parent support interventions to promote positive parent-child interaction. This study discussed a lack of documentation in the effect of parent component. However, Gresham, Van, and Cook (2006) stated the difficulty of developing design to evaluate the unique effects of isolated component because SST program contained many components.
Combined SST programs attempted to incorporate peer and/or parent interaction. The CICO program began to incorporate parents feedback on DPRs and to reflect it to individual daily goals. Ross and Sabey (2015) expanded peer and adult interaction in the CICO+SS program. After each lesson, participants were provided 10-minutes practice time in a controlled setting and opportunities to practice the acquired skills along with peers and/or adults throughout the school until