Developments in the Assessment of Social Skills and Social Competence in Children

Spence, Susan H.

doi:10.1017/s081348390000663x

Cited by 11 publications

(8 citation statements)

References 52 publications

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“…These findings may reflect a lack of adequate social skills.This could be the result of a failure to use skills that are already within the child's repertoire. For example, it is possible that they are less motivated to display prosocial or assertive behaviour (see Spence, 1991). They are surrounded by a caring and protecting social environment, where assertive reactions might not be necessary to achieve their interactional goals.…”

Section: Comparisons With Healthy Normsmentioning

confidence: 99%

Social Functioning in Children with a Chronic Illness

Meijer

Sinnema

Bijstra

et al. 2000

Child Psychology Psychiatry

123

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Behavioural, cognitive, and affective aspects of social functioning of 107 children with a chronic illness were studied. The aim of the study was twofold: (1) to describe peer interaction of children with a chronic illness in comparison with normative data of healthy children; (2) to examine whether peer interaction was related to the illness characteristics physical restrictions and pain. Peer interaction was assessed with measures of social activities (CBCL), parent-reported social skills (CABS), child-reported social skills (MESSY), social self-esteem (SPPC), and social anxiety (SASK). Results showed no differences between diagnosis groups, suggesting that the social consequences of chronic illness are not diagnosis specific. Compared with healthy norms, chronically ill children reported less aggressive behaviour. The parent-report measures suggested a similar trend. Children with chronic illness also tended to display more submissive behaviour than healthy norms, as perceived by their parents. With regard to illness characteristics, both physical restrictions and pain were associated with restricted social activities, but not with other measures of social peer interaction. Children who display submissive behaviour and children who are restricted in their social activities should receive extra attention because they are especially vulnerable for problems in their social development.

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Section: Comparisons With Healthy Normsmentioning

confidence: 99%

Social Functioning in Children with a Chronic Illness

Meijer

Sinnema

Bijstra

et al. 2000

Child Psychology Psychiatry

123

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“…These responses are ranked as either passive, aggressive, or assertive. The CABS has been previously used in studies to assess children's assertiveness in relation to their social skills (Spence, 1991). The measure was adapted from its previous version of "what you would do," to the wording of "the right thing to do is," as a measure of the child's social knowledge of the appropriate response, rather than being a measure of what children themselves would do socially (Lerner & Mikami, 2013;Maedgen & Carlson, 2000;Wojnilower & Gross, 1988).…”

Section: Methodsmentioning

confidence: 99%

Social performance–based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder

Marro¹,

Kang²,

Hauschild³

et al. 2019

Bulletin of the Menninger Clinic

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made comparable contributions to the preparation of this article and so are designated co-first authors. The listed order of these two authors was determined by a coin flip. This study was supported by grants from the Stony Brook Department of Psychiatry Pilot Grants Program and the Brian Wright Memorial Autism Research Fund to M.D.L. We thank the research assistants, clinicians, study families, and participants for their tireless dedication of time and effort to this project.

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“…Such a relationship between social functioning and adjustment has also been used to explain academic achievement of such children (Walker & Nabuzoka, 2007). The social skills model of adjustment has been useful, leading to considerable progress in identifying abilities associated with socially competent performance and in developing intervention programs for fostering them (Chalmers & Townsend, 1990;Spence, 1991). Thus, for children with LD, identifying the skills that might need fostering has been considered to be an ongoing and integral part of the intervention process.…”

Section: Psychosocial Adjustmentmentioning

confidence: 99%

Educating individuals with disabilities: IDEIA 2004 and beyond

2008

Choice Reviews Online

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other federal and private sponsoring organizations. Dr. Grigorenko's current research includes studies of: (1) the cognitive and linguistic adaptation of international adoptees in the United States; (2) learning disabilities in harsh developmental environments and their relation to infection, intoxication, and poverty in Africa; (3) the genes involved in language disorders in a genetically isolated population; (4) the genes involved in learning disabilities and cognitive processing, with a special emphasis on studying minority samples in the United States; and (5) interactions between genetic and environmental risk factors for conduct problems and the role of these factors in response to interventions in juvenile detainees.

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Developments in the Assessment of Social Skills and Social Competence in Children

Cited by 11 publications

References 52 publications

Social Functioning in Children with a Chronic Illness

Social Functioning in Children with a Chronic Illness

Social performance–based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder

Educating individuals with disabilities: IDEIA 2004 and beyond

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