Preliminary Evaluation of a Social Skills Training and Facilitated Play Early Intervention Programme for Extremely Shy Young Children in China
Bibliographic record
Abstract
Abstract The goal of this study was to provide a preliminary evaluation of a social skills and facilitated play early intervention programme to promote social interaction, prosocial behaviours and socio‐communicative skills among young extremely shy children in China. Participants were a sample of n = 16 extremely shy young children attending kindergarten in Shanghai, China. Children were randomly assigned to either the Social Skills Facilitated Play or comparison condition. Baseline, post‐intervention and 2‐month follow‐up measures included observations of children's social behaviours in quartets of novel peers. Result indicated that as compared with shy controls, shy children who participated in the Social Skills Training Facilitated Play programme were observed to demonstrate significantly greater post‐intervention frequencies of peer interactions (e.g. group play and peer conversation) and prosocial behaviours (e.g. cooperation, sharing and making/accepting social initiations) during unstructured free play with novel peers, as well as better social‐communicative competence during a speech task. Almost all of these improvements were maintained 2 months post‐intervention. Results are discussed in terms of the importance of developing and refining early intervention programmes for extremely shy young children in China. Copyright © 2016 John Wiley & Sons, Ltd.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".