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1.
Kenneth W. Merrell 《Exceptionality》2013,21(1-2):3-18
This article provides an overview of some of the recent developments in assessing social skills of children and youth, as well as a discussion of "best practices" in conducting assessment and linking assessment to effective intervention. Naturalistic behavioral observation and behavior rating scales are proposed as the 2 assessment methods that should be considered primary or "first-line" choices for social skills assessment. A review of some specific tools that have been developed within these 2 assessment methods is provided. Interviewing and sociometric techniques, although not necessarily primary methods of assessment for children's social skills, sometimes may be an important part of an assessment design, or "second-line" choices. Projective-expressive techniques or objective self-report instruments for assessing children's social skills sometimes may help illuminate the overall assessment results but should never be used as primary assessment methods for social skills; thus, these methods are considered "third-line" methods for this purpose. Six best-practices recommendations, all of which are supported by previous empirical research, are offered for improving social skills assessment efforts. Finally, conclusions are drawn regarding the current state of the art in social skills assessment, as well as implications for future directions in this area. Clearly, the challenge facing researchers and practitioners who are concerned with this area will be to make assessment "functional" and link it to intervention more effectively. 相似文献
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社会技能评估是自闭症儿童诊断、干预计划制定和效果评价的重要基础。本文回顾了自闭症儿童社会技能评估的学习理论及认知理论,系统梳理了行为观察、角色扮演测验等评估方法,并在此基础上提出了自闭症儿童社会技能评估研究进展的建议：进一步界定社会技能概念的外延及内涵;进一步完善角色扮演测验及编制学前自闭症儿童社会技能评估量表;临床评估中需整合各类方法;进一步将社会技能评估应用于临床实践中。 相似文献
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Social skills are important to the successful social and academic functioning of all students and play a significant role in avoiding or preventing negative responses from others. Social skills also are important aspects of effective schools. In this article, we emphasize the assessment and intervention of the academic side of social skills. That is, we examine the role that social skills play in facilitating individuals' learning and creation of a school environment where others can feel supported and motivated to learn. As a basis for this examination, we first review several key studies documenting interrelations among social skills and academic competence. Next, we briefly review current assessment practices focusing on rating scale methods for documenting students' social skills and perceptions of social support. Finally, we introduce an instructional approach called the Responsive Classroom (Charney, 1992) that has been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers. We conclude with recommendations for researchers and practitioners to continue to consider the strong interrelations among social skills, academic functioning, and social support when working with all students in elementary and middle schools. 相似文献
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社会情感技能作为当代年轻人应对复杂世界、谋求可持续发展的必备能力,已成为国际教育领域关注的热点问题。经济合作与发展组织以"大五人格模型"为基础开发了社会情感技能测评框架与工具,并在2019年首次开展了社会情感技能的国际测评。该测评框架将社会情感技能划分为工作表现、情绪调节、与他人交往、协作、开放性思维以及复合技能6个维度,同时,还设置背景问卷,以探究家庭、学校、社区等环境因素对个体社会情感技能发展的影响。借鉴经济合作与发展组织的测评经验,我国在独立开展社会情感技能测评时要注重测评结果的政策导向功能与改进功能,创新测评工具,促进测评手段和方式的多元发展。 相似文献
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《Journal of educational and psychological consultation》2013,23(2):151-173
There has been recent interest in social skills assessment and treatment among researchers and practitioners. The research bases in these areas are expanding rapidly, and the identification of valid assessment methods and effective intervention strategies is promising. However, few researchers have identified ways m which social skills assessment and intervention can be linked in a practical manner. Likewise, the process by which services are delivered is rarely addressed. The purpose of this article is to present a model by which the interaction between social skills assessment and intervention can be enhanced, with a focus on the problem-solving process. One effective and efficient manner of providing services to socially unskilled children is through an indirect model of service delivery; that of behavioral consultation. Behavioral consultation is a four-stage problem-solving model that involves the cooperative efforts of two or more persons to clarify a student's needs and develop and implement appropriate strategies for intervention. This article presents the objectives and procedures of each stage of behavioral consultation as a process to facilitate accurate problem identification and effective problem resolution, with the goal of linking social skills assessment directly to treatment. 相似文献
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关于弱智学生社会适应能力评估的理论探讨 总被引：8，自引：4，他引：8
本文阐述了社会适应能力研究的意义。对国内外几种主要的社会适应能力的定义和结构理论进行了分析 ,提出了自己对有关问题的看法。在对社会适应能力理论进行系统分析的基础上提出了弱智学生社会适应能力评估的指标体系、评估原则及方法 相似文献
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Social skills deficits as a primary learning disability 总被引：1，自引：0，他引：1
Advances in the definition of social skills deficits in children and youth with learning disabilities are presented and critiqued. The proposed modified definition of learning disability by the Interagency Committee on Learning Disabilities, which includes social skills deficits as a specific learning disability, is presented and discussed. This definition is analyzed from primary, secondary, and social learning theory causative hypotheses. Development of an adequate assessment technology is viewed as critical to the identification and classification of social skills deficits in children and youth with learning disabilities. 相似文献
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This paper reports on the social skills and social status of 22 students with mainly moderate intellectual disabilities who had received an inclusive preschool intervention and were subsequently followed up from 18 months to more than five years later in their mainstream classrooms. Measures included direct assessment of social interaction in the playground, social status obtained by interviewing classmates, and the ratings of classroom teachers, parents and school principals. Large differences were found between the students with disabilities and their typical peers for amount of time spent interacting with peers and amount of time spent in isolation, with a moderate difference found for interactions with teachers. However, no difference was found between the social status of the two groups, and the students with disabilities were still spending more than half their time in the playground interacting with typically developing peers. Parents generally rated their children as having better social skills than did principals or teachers. A moderate relationship was found between the direct measures of peer interactions and teachers' perceptions of peer interaction skills. The relationships between the parents' and principals' perceptions of peer interaction and direct measures of the interaction were only small. Some of the implications of these findings for integrating students into mainstream schools and classes are discussed. 相似文献
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The purpose of this study was to develop an informal social skills teacher rating scale for use with early adolescents in school settings. Despite research and clinical interest in the area, social skill has proved to be a difficult construct to define and measure. No single assessment technique has proved to be totally satisfactory and a multi‐method approach involving direct observation, teacher ratings, sociometrics and self report has been advocated as a means of attending to both the content and contextual factors associated with social skills assessment. This study will describe the development of an informal teacher rating matrix (IRM) used by teachers to identify the social skills assets and deficits of their early adolescent students and which can be used in conjunction with existing approaches. 相似文献
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马圆圆 《上海教育评估研究》2021,10(2):34-38
真实性评价是美国评价社会科课程的重要评价方法和评价理念,其出于美国教育改革的需要,并在实践中得到丰富和发展。真实性评价强调评价任务的真实性,重视考察学生综合运用知识技能解决复杂社会问题的表现,主张采用多种方法收集有关学生课程学习的信息。真实性评价能为我国课程评价改革提供有益的启示。我国课程评价改革应制定真实性评价任务、明确具体的标准、采用多元的评价方法及构建多主体参与的评价体系。 相似文献
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This study discusses the educational effects of a social skills training on adolescents’ social skills, self-esteem, well-being and coping. A group of 14- to 16-year-old normal adolescents followed a social skills training based on social learning principles. A pre-test — experiment — post-test design was used and the group’s performance was compared with that of a non-intervention control-group. The training was given at school, and the data were collected by means of self-report measures. The results show that the training was successful in several respects: the adolescents’ social anxiety decreased, their social activity increased, their self-esteem improved, and they made more use of adequate coping-strategies. The implications of the results for different sub-groups of adolescents are discussed. Critical attention is also given to two other issues: the type of assessment used and the short-term nature of the evaluation. 相似文献
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Krassimir Stojanov 《Educational theory》2016,66(6):755-767
In this essay Krassimir Stojanov attempts first to reconstruct the “heart” of Jürgen Habermas's discourse ethics, namely the so‐called “principle of universalization” of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative validation of norms. Stojanov claims with regard to this account that it could only be implemented if the social actors are involved in a process of education as discursive initiation. After using R. S. Peters's educational theory to distinguish discursive initiation from a traditionalist understanding of educative initiation, he discusses some central social prerequisites for the development of discursive skills in growing individuals; to identify these prerequisites, he draws on Axel Honneth's conception of the intersubjective origins of individuals' development of rational autonomy. In the final part of the essay, Stojanov briefly explores some implications of his elaborated account of discursive initiation and its social preconditions for schooling and pedagogy. 相似文献
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This article discusses the vital importance of developing critical thinking skills in social work students and explores the use of case-based instruction as a means of fostering those skills. The challenges inherent in the teaching and assessment of critical thinking are addressed. The history and theoretical underpinnings for the use of decision cases as a valid and efficacious teaching tool are presented. Literature evaluating the outcomes of the case method and related strategies is reviewed. 相似文献
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很多研究试图揭示学习障碍与社会技能缺失的关系,探讨社会技能起缺失是否是学习障碍儿童特有的现象。研究者围绕学习障碍定义关于社会技能缺失的表述,学习障碍儿童社会技能缺失成因,学习障碍子类型与社会技能缺失的关系以及学习障碍儿童社会技能缺失元分析研究四个方面对这一问题进行研究。研究学习障碍与社会技能缺失的关系对教育者开展干预工作具有重要的指导意义。将来的研究应关注学习障碍儿童社会技能缺失的类型特点和发展特点。 相似文献
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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
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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
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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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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
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In this article, occupational social skills are defined and their importance is highlighted. The lack of occupational social skills has been estimated to be responsible for almost 90% of job loss. Although a number of commercial social skills instructional programs are available, none address social skills as they relate to specific occupations. We offer 4 different ways to develop appropriate occupational social skills training. 相似文献