SECTION 1.
Changes in children’s friendships since joining group.  Parents were asked if their child lost friends, made friends, or experienced no changes in friendships since joining a social skills group.  Figure 1 below presents the results as the percent of kids who fell into each possible category of friendship change.  

SECTION  1.  Changes in children’s friendships since joining group.              Parents were asked if their child lost friends, made friends, or experienced no changes in friendships since joining a social skills group.  Figure 1 below presents the results as the percent of kids who fell into each possible category of friendship change. Fig. 1.  FRIENDSHIP CHANGES.  Percent of kids who, according to their parents, lost friends, had no change in friendships, made friends, or both made and lost friends, since joining a social skills group.

  SECTION  2.  Parents’ ratings of changes in their child’s social skills since joining a social skills group.  
 Parents were asked to rate how their child’s social abilities have changed since joining a social skills group.  Several important abilities were measured; the ability to (1) understand social situations, (2) be calm under pressure, (3) think before acting, (4) act appropriately in social situations, (4) control themselves when upset, (5) get along with other kids, and (6) get along with adults.  Parents’ ratings of changes in their child’s social abilities since joining the social skills groups were categorized according to the direction of behavior change: “Worse”, “No Change”, or “Better”.   The charts in this section summarize the results as the percent of children whose behavior got worse, did not change, or got better.  These charts below present results separately for each social ability as reported by all parents for each year the questionnaire was given.     

            Fig. 2.  Parent ratings of changes in their child’s ability to understand social situations since joining a social skills group.  All data are presented as the percent of children who were rated in each category by their parents (no children were ever rated in the “Worse” category).

                                  
 Fig. 3.  Parent ratings of changes in their child’s ability to be calm under pressure since joining a social skills group. 
                          All data are presented as the percent of children who were rated in each category. 

   Fig. 4.  Parent ratings of changes in their child’s ability to think before acting since joining a social skills group.  All data are presented as the percent of children who were rated in each category by their parents (no child was ever rated “Worse”).  
                      

Fig. 5.  Parent ratings of changes in their child’s ability to act appropriately in social situations since joining a social skills group.  All data are presented as the percent of children who were rated in each category by their parents.  

 Fig. 6.  Parent ratings of changes in their child’s ability to control self when upset since joining a social skills group.  All data are presented as the percent of children who were rated in each category by their parents. 

          Fig. 7.  Parent ratings of changes in their child’s ability to get along with other kids since joining a social skills group.  All data are presented as the percent of children who were rated in each category by their parents (no child was ever rated “Worse”). 

  Fig. 8.  Parent ratings of changes in their child’s ability to get along with adults since joining a social skills group.  All data are presented as the percent of children who were rated in each category by their parents. 
SECTION 3.  Parent understanding of, and ability to help their child use, what is taught in social skills groups. 
Parents were also asked to rate how well they understood what their child was being taught in the social skills group, and also how well they understood what they as parents could do to help their child use what was being taught in the group.  All parent ratings were grouped into three major categories: (1) “Poor” understanding, (2) “Some” understanding, and (3) “Clear” understanding.  The charts below present results for both questions over all years the questionnaire was given.  All data are presented as the percent of parents who answered in each category. 

 Fig. 9.  Parent ratings of how well they understand what their child is being taught in the social skills group.           

Fig. 10.  Parent ratings of how well they understand how to help their child use the social skills being taught in the group.