Social-skills training for unassertive children: a multiple-baseline analysis.

Four shy grade-school kids got a short BST course.

Each child learned to say no, ask for help, and speak up in class.

Trainers used four steps: tell, show, practice, and give feedback.

They tracked each child every day and started training at different times.

All four kids jumped from quiet to assertive after only a few sessions.

The new skills showed up at recess and at home, not just in training.

Two and four weeks later the children were still using the skills.

Hodos et al. (1976) ran the same four-step package one year earlier with angry adult inpatients.

Their study is the direct parent of this child version.

Matousek et al. (1992) tried the same steps with adults who had schizophrenia.

Those gains were tiny and shaky, while the kids soared.

The gap is not a flaw: severe mental illness needs stronger or longer help.

Hansen et al. (1989) later moved the package into group format for inpatient youths and added social-validation checks.

Reid et al. (1987) kept the core but added self-monitoring so kids could keep the skills on their own.

You can copy this four-step loop in any classroom or clinic.

One short rehearsal block per day is enough.

Watch for carry-over in real peer moments, then praise on the spot.

If a learner has complex needs, plan longer or add self-management tools.