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Journal of Pediatric Psychology, Vol. 28, No. 5, 2003, pp. 299-307
© 2003 Society of Pediatric Psychology

Evaluation of a Social-Skills Training Group Intervention With Children Treated for Brain Tumors: A Pilot Study

Lamia P. Barakat, PHD1, Jennifer D. Hetzke, MS1, Bernadette Foley, LSW2, Marissa E. Carey, PHD3, Kunsang Gyato, PHD4 and Peter C. Phillips, MD5

1 Drexel University, 2 The Children's Hospital of Philadelphia, 3 University of Arizona College of Medicine, 4 Schneider Children's Hospital, 5 The Children's Hospital of Philadelphia and the University of Pennsylvania School of Medicine

All correspondence should be sent to Lamia P. Barakat, Department of Psychology, Drexel University, Philadelphia, Pennsylvania 19104. E-mail: lpb22{at}drexel.edu.

Objective To evaluate the effectiveness of a manual-based, social-skills training, group intervention to improve social skills and social functioning of children treated for brain tumors, and to assess the impact of cognitive functioning on the effectiveness of the intervention. Methods Three social-skills training group interventions, each comprised of 5 to 7 children ages 8 to 14 years, were conducted. A parent component was included. In total, 13 children and their parents and teachers completed standard measures prior to and 9 months after the intervention. Children participated in a neuropsychological test battery at baseline. Results Social skills and social functioning variables changed in the direction of improved functioning, with several scores showing significant improvement from baseline to the follow-up assessment. Small to medium effect sizes were documented. Higher verbal and nonverbal functioning were associated with greater improvement. Conclusions Findings are suggestive of the potential effectiveness of social-skills training in groups for children with brain tumors. Multisite, randomized, controlled studies are recommended as the next step.

Key words: pediatric brain tumors; social-skills training; cognitive functioning.


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