Systematic review and meta-analysis of the Skills for Social and Academic Success (SASS) program

Abstract The purpose of this systematic review and meta-analysis was to synthesize the available research on the Skills for Social and Academic Success (SASS) program, a school-based cognitive/behavioural intervention for adolescents with social anxiety disorder. A search of online databases, combined with reference list examination and communication with program implementers/developers, led to the identification of five (5) studies that explored the effects of the SASS program (N = 227). Given the age of target individuals, analyses focused on self-report of anxiety, with effect sizes aggregated according to a random effects model and calculated as differences in scores between time points (e.g. Standardized Mean Gain). This program is unique in that it was developed specifically for implementation within school systems. The preliminary evidence based on existing studies suggests that the program holds promise for assisting teens with social anxiety in an ecologically valid setting. In the contemporary context of evidence-based practice, it demonstrates initial empirical support, though additional trials are needed to bolster the overall sample size of youth served, and additional generalization studies are needed.