Purpose: The aim of this study was to compare the effectiveness of parent-child interaction training, attachment-based therapy and self-regulatory skills training on preschool children's social skills.
Materials and Methods: In this research, a quasi-experimental research method has been used, which is done with a pre-test-post-test design. The statistical population includes preschool students in Islamshahr in the academic year 2019-2020; Which was selected by available sampling method of 60 people and randomly replaced in four groups of 15 people and then the experimental groups underwent parent-child interaction training, attachment-based therapy and self-regulatory skills training for 2 months (10 sessions of 2 hours); And the control group did not receive any training. The social skills questionnaire was used before and after the training.
Findings: The results showed that the differential scores of social skills in the parent-child interaction training group increased compared to the control group and this increase was significant; However, the two groups of attachment therapy and self-regulatory skills training did not have a significant effect on increasing the social skills of preschool children compared to the control group.
Conclusion: Therefore, parent-child interaction therapy can play a more effective role in improving communication skills and social adjustment in children than attachment-based therapy and self-regulation skills training.