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1.
Terje Ogden 《Scandinavian Journal of Educational Research》2013,57(1):63-76
The validity of teacher ratings of adolescents' social skills was examined in a follow-up study of a cohort sample of 395 students from seventh to ninth grade. The internal consistency of the teacher ratings on Social Skills Rating System (SSRS) was examined at two points in time, and the multidimensionality of the SSRS was confirmed through factor analyses. The findings indicated multi-informant consistency in ratings: teacher ratings consistently covaried with teacher ratings of problem behaviour in the classroom and academic competence, sociometric nominations by peer students, and grade point average in selected school subjects. Teacher ratings also produced construct-relevant group differences, with students referred to psychosocial and educational helping services receiving significantly lower ratings than their nonreferred peers. 相似文献
2.
学习障碍学生社会技能迁移及其干预 总被引：3，自引：0，他引：3
学习障碍学生的社会技能缺失主要表现在社会认知、判断力、情感识别能力、社会成熟、社会交往活动频率、人际排斥及社会技能迁移等方面,这些社会技能缺乏的表现可归为四种基本类型.学习障碍学生的社会技能干预模式主要包括直接教学形式和策略教学模式.教育者可根据社会技能缺失的类型和特点设计社会技能训练过程,并采取不同的干预方法对学习障碍学生进行干预. 相似文献
3.
社会技能训练在促进学习障碍学生社会技能发展方面具有重要作用。学习障碍学生社会技能训练的内容主要包括基本交往技能、情绪情感表达和控制技能、社会关系技能、课堂交往技能、决策与问题解决技能以及冲突管理技能。学习障碍学生社会技能训练主要通过六步直接教学法、隐性课程法、社会解析法和应用行为分析法进行 相似文献
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5.
The Social Skills Rating System (SSRS; F.M. Gresham & S.N. Elliott, 1990) is a norm‐referenced measure of students' social and problem behaviors. Since its release, much of the published reliability and validity evidence for the SSRS has focused primarily on the Teacher Report Form. The purpose of this study was to explore reliability and validity evidence of scores on the SSRS‐Student Elementary Form (SSRS‐SEF) for children in Grades 3 to 5. Findings provided support for the use of Total scale as a measure of student social behavior for initial screening purposes; however, evidence for the subscales was not as strong as predicted. Directions for future research regarding reliability and validity of scores from the SSRS‐SEF are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 345–354, 2005. 相似文献
6.
Dawn P. Flanagan Vincent C. Alfonso Louis H. Primavera Laura Povall Deirdre Higgins 《Psychology in the schools》1996,33(1):13-23
The present study examined the psychometric relationship between two new rating scales, the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) and the Social Skills Rating System (SSRS; Gresham & Elliott, 1990), for a sample (N = 53) of minority kindergarten children using both parent and teacher ratings. The similarities and differences between these instruments were investigated through correlational and content analyses. In general, the results provide preliminary convergent validity evidence for the BASC and SSRS. In regard to the Social Skills subscale of the BASC, convergent validity evidence was demonstrated for the parent form of this instrument, but not the teacher form, when the SSRS Social Skills scale was used as the criterion. In addition, the correlations between the various scales of the BASC and SSRS were in the expected direction. That is, the correlation between the BASC Adaptive Skills Composite and the SSRS Social Skills scale was moderate in the teacher group (r = .44) and high in the parent group (r = .54). Similarly, correlations between the BASC Hyperactivity, Aggression, and Externalizing scales and the SSRS Problem Behaviors scale ranged from .50 to .60 and .50 to .56 in the teacher and parent groups, respectively. Implications regarding the practical utility of the BASC and SSRS for assessing social skills functioning, in particular, were presented. © 1996 John Wiley & Sons, Inc. 相似文献
7.
This study investigated the relationship between problem behaviors, including those associated with hyperactivity, and social skill deficits in a predominantly African American sample of preschool children. Specifically, 96 children, ages 3 through 5, were evaluated by their teachers using the Conners' Teacher Rating Scales‐28 (CTRS‐28), the ADHD Rating Scale, and the Social Skills Rating System (SSRS). Three cluster groups were identified based upon ratings on the CTRS‐28. Differences in specific SSRS Social Skill and Problem Behavior items among the three groups were identified. In addition, differential and concurrent validity for the AD/HD Rating Scale for the preschool age group was established. Implications of results regarding children at risk for school failure and drop‐out were discussed. © 1999 John Wiley & Sons, Inc. 相似文献
8.
《Early education and development》2013,24(3):253-264
Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3–6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor. 相似文献
9.
Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to foster such skills. This paper presents evidence on the importance of social and emotional skills; on how policy makers and schools are currently enhancing and monitoring such skills; and, on the existing gaps between knowledge, expectations and practices to mobilise these skills. The paper concludes by pointing ways in which education stakeholders can do more to better develop and mobilise the skills that drive individual's well-being and social progress. The paper draws on findings and frameworks that are being published in a full OECD report entitled ‘Skills for Social Progress: the Power of Social and Emotional Skills’ in the first half of 2015. 相似文献
10.
Åge Diseth 《Scandinavian Journal of Educational Research》2013,57(4):381-394
The Approaches and Study Skills Inventory for Students (ASSIST) were administered to 573 under-graduate students in order to analyse a Norwegian version of this inventory. To cross-validate the factor structure, the subjects were divided into two equal samples. Principal axis factor analysis of sample 1 reproduced the three main factors of deep, surface and strategic approaches to learning. However, two of the subscales failed to load appropriately on the 'strategic approach'. When omitting these subscales, the principle of simple structure was better supported by the results. A subsequent CFA with comparison of samples 1 and 2 supported the existence of the expected three-factor model. It is concluded that this Norwegian version of ASSIST is valuable as a research tool for the assessment of approaches to learning among Norwegian students, but that caution should be taken with respect to the interpretation of particular subscales and possible sample effects. 相似文献
11.
Kathy Y. S. Lee Pamela J. Crooke Aster L. Y. Lui Peggy P. K. Kan Yuen-mai Mark Charles Andrew van Hasselt 《International Journal of Disability, Development & Education》2016,63(2):201-223
The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking®, a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students’ pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. 相似文献
12.
Timothy M. Curran Jennifer L. Monahan Jennifer A. Samp Valerie B. Coles Ralph J. DiClemente Jessica Sales 《Communication quarterly》2016,64(5):536-552
Prior research demonstrates a positive association between mental health problems and sexual risk for African American women. Using the social skills deficit hypothesis, we proposed that social skills mediate this relationship. African American women (n = 557, M age = 20.58) completed measures of depression, stress, emotional dysregulation, sexual risk behaviors, and perceptions of their social skills with their primary sexual partner. Social skills mediated the link between the mental health assessments and a composite sexual risk index. Theoretical implications of extending the social skill deficit hypothesis are discussed as well as implications for interventions. 相似文献
13.
幼儿社会技能——进入儿童群体的重要社会标签 总被引：3，自引：0，他引：3
社会标签是社会、他人或社会组织给有关人员加上的一个身份证明,在儿童群体中以人缘的好坏来衡量。社会技能是个体经过学习获得的,从“同伴接纳”的角度分析,主要用于评定同伴接纳或者人际关系(如同伴社会测量地位)。幼儿社会技能是进入儿童群体的重要社会标签,社会技能的获得将促使幼儿良好的心理行为的发生。根据社会技能干预的理论,本文提出社会技能干预训练的方法,以帮助幼儿成功获得进入儿童群体的社会标签。 相似文献
14.
A growing, sizable proportion of school children do not live in conventional family environments. Among these, internationally adopted children have gained increasing visibility in recent years. While other areas of their behavior have been widely explored, little is known about adopted children's social competence and their integration into peer groups. This study, involving 148 children between 4 and 8 years of age, compared 40 internationally adopted children with 50 children who were residing in institutions for children and 58 community comparison children. Social competence, problems with peers and friendship relationships were assessed using SSRS and SDQ, with both parents/caretakers and teachers as the informants. The sociometric status of the children and their friendship relationships were obtained through their teachers’ reports. The results showed statistically significant differences between children living in institutions (more problems with peers, poorer social skills and sociometric status) and those in family environments, whether adopted and non-adopted. Also, the results suggest some minor differences between the adopted and the comparison children, the former with greater visibility and the latter with higher sociometric status in the peer group. 相似文献
15.
This study investigated whether host and heritage cultural orientations were associated with Chinese preschoolers’ social competence and whether such associations varied across gender in Western contexts. Ninety-six Chinese-Australian children aged 36–69 months from 15 childcare centres in Sydney participated in the study. The General Ethnicity Questionnaires were modified to obtain a parent report of children's orientation to the host and heritage cultures. Social competence was assessed using teacher reports on the Behaviour Assessment System for Children-2 (BASC-2) with four composite scales: Externalising, Internalising, Behavioural Symptoms and Adaptive Skills. Host culture orientation was negatively associated with Internalising, Behavioural Symptoms and positively with Adaptive Skills in the overall sample. When analysed by gender, host cultural orientation was found to be positively associated with Adaptive Skills for boys and girls and negatively associated with Externalising and Behavioural Symptoms only in girls. Heritage cultural orientation was not associated with the BASC-2 composites either in the overall sample or by gender. The results indicate that host culture has a stronger relationship with social competence than heritage culture, particularly for girls. 相似文献
16.
Kenneth W. Merrell 《Early education and development》1995,6(3):253-264
Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3-6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor. 相似文献
17.
Susan E. Smith Charles W. Snow Marsha Ironsmith G. Michael Poteat 《Early education and development》1993,4(1):59-67
The incidence of romantic, same-sex friendships and CMSS-sex friendship dyads was examined in preschools and daycare centers. The objectives were to demonstrate the existence of preschool romances, to describe behavior patterns that characterize these relationships, and to compare the social skills of the three dyad groups using the Social Skills Rating Scale (Gresham & Elliott, 1990). No significant difference in social skills existed between the groups. The results suggest that preschool romances and cross-sex friendships are common occurrences and do not interfere with normal development of social skills. 相似文献
18.
儿童社会技能缺陷与教育对策 总被引：5，自引：0，他引：5
周运浓 《桂林师范高等专科学校学报》2004,18(2):72-75
儿童社会技能表现为能在群体中正常完成合作、竞争、冲突和交友等交往活动。儿童社会技能缺陷分为社会性退缩和社会性攻击两类。合理设置交往空间、情感诊疗、行为模式训练、强化认知是弥补儿童社会技能缺陷的主要方法。 相似文献
19.
《Early education and development》2013,24(1):59-67
The incidence of romantic, same-sex friendships and CMSS-sex friendship dyads was examined in preschools and daycare centers. The objectives were to demonstrate the existence of preschool romances, to describe behavior patterns that characterize these relationships, and to compare the social skills of the three dyad groups using the Social Skills Rating Scale (Gresham & Elliott, 1990). No significant difference in social skills existed between the groups. The results suggest that preschool romances and cross-sex friendships are common occurrences and do not interfere with normal development of social skills. 相似文献
20.
Olav Sletta 《Scandinavian Journal of Educational Research》2013,57(3):183-190
The documentation given in the 1970s and 1980s of social skills deficits in children and adolescents who lack friends and other positive peer contacts is well‐known, and so is the increasing attention paid to social skill development. However, it seems that a broad or integrating theoretical framework for the analysis of social skills remains to be developed, and that this makes application of research findings and experiences in this area difficult. The article suggests a conceptualization of social skills as exchange resources, as a contribution to an integrating process. 相似文献