OBJECTIVE To evaluate the benefits of the Fast Track Friendship Group program implemented as a stand-alone school-based intervention on the social cognitions, social behavior, peer and teacher relationships of peer-rejected students. METHOD Over four successive years, 224 peer-rejected elementary students (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; grades 1-4; Mage = 8.1 years old) were identified using peer sociometric nominations and randomly assigned to the intervention (n = 110) or a treatment-as-usual control group (n = 114). Four school districts serving economically-disadvantaged urban and rural communities participated. Intervention involved weekly small group social skills training with classmate partners, with sessions tailored to address individual child needs. Consultation meetings held at the start and mid-point of intervention were designed to help teachers and parents support the generalization of targeted skills. RESULTS Multi-level linear models, with children nested within schools (controlling for demographics and baseline scores) documented improvements in social-cognitive skills (direct assessments of emotion recognition and competent social problem-solving), social behavior (teacher ratings of social skills and externalizing behavior), and interpersonal relationships (peer sociometric nominations of peer acceptance and friendships, teacher-rated student-teacher closeness). Significant effects were generally small (ds = .19-.36) but consistent across child sex, grade level, and behavioral characteristics. CONCLUSIONS The intervention proved feasible for high-fidelity implementation in school settings and produced significant improvements in the social adjustment of peer-rejected children, validating the approach as a school-based Tier 2 intervention.

中文翻译：

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快速通道友谊小组计划对同伴排斥儿童的功效：随机对照试验。


目的 评估快速通道友谊小组项目作为独立的学校干预措施对被同伴拒绝的学生的社会认知、社会行为、同伴和老师关系的好处。方法 连续四年，通过同伴社会计量提名确定了 224 名被同伴拒绝的小学生（57% 白人、17% 黑人、20% 拉丁裔、5% 多种族；68% 男性；1-4 年级；法师 = 8.1 岁）并随机分配到干预组（n = 110）或照常治疗对照组（n = 114）。服务于城乡经济困难社区的四个学区参与其中。干预措施包括每周与同学伙伴进行小组社交技能培训，并根据个别儿童的需求量身定制课程。在干预开始和中期举行的咨询会议旨在帮助教师和家长支持目标技能的推广。结果 多层次线性模型，儿童在学校内（控制人口统计和基线分数）记录了社会认知技能（情绪识别和解决社会问题能力的直接评估）、社会行为（教师对社交技能和能力的评分）的改善。外化行为）和人际关系（同伴接受度和友谊的同伴社会计量提名、教师评价的师生亲密程度）。显着影响通常较小 (ds = .19-.36)，但在儿童性别、年级和行为特征方面保持一致。 结论 事实证明，该干预措施对于在学校环境中高保真实施是可行的，并且对被同伴排斥的儿童的社会适应产生了显着改善，验证了该方法作为基于学校的二级干预措施的有效性。