This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such as changes over time in participant populations and the use of natural versus segregated and clinic settings. The evolution of research using particular social interventions is described as well as the various intervention agents used to impact social dependent variables across decades. Future research implications are discussed, including understudied components of social competence, the contextual variables that impact fidelity of implementation, and the need for continued research in natural settings using evidence-based social interventions that also are culturally and linguistically relevant for diverse and inclusive early learning settings.

这项历史回顾探讨了与促进9岁以下儿童的社会结局相关的单例干预研究的文献基础的发展。研究包括1956年进行的开创性研究，持续到2019年。记录研究组成部分中的模式，例如参与者群体随时间的变化以及使用自然环境，隔离环境和诊所环境。描述了使用特定社会干预措施的研究进展以及数十年来影响社会因变量的各种干预因素。讨论了未来的研究意义，包括对社会能力的研究不足，影响实施忠实度的背景变量，