Social behavior of students who are seriously emotionally disturbed. A quantitative analysis of intervention studies.

Singh et al. (1991) looked at 28 school studies that tried to help students with serious emotional problems act better with peers and teachers.

They used a 3-point scale to rate how well each intervention worked, but the abstract does not say the exact scores.

The review shows that by 1991 teachers were already tracking social-skills gains with numbers, yet most studies did not check if the skills lasted or moved to other classrooms.

Rasing et al. (1992) came next and said the same field was weak at measuring generalization. This is not a clash; it is a next-year follow-up that zooms in on the gap N et al. only noted.

Oh-Young et al. (2015) widened the lens. Their meta-analysis showed that simply placing students in integrated rooms boosts social skills more than pull-out classes, a factor the 1991 review did not test.

Knowles et al. (2015) kept the same student group but looked at task-sequencing tricks for classwork instead of social skills, showing the review tradition moved from peer behavior to academic engagement.

If you run social-skills groups for students with EBD, build in quick generalization probes right from week one. Check if the child uses the skill at lunch or in math class, not just in your session. Use the Conrad finding as leverage: push for inclusive settings when you write IEPs, because the room itself can be part of the intervention.