Predicting early school success with developmental and social skills screeners

Agostin, Tracy McKee; Bain, Sherry K.

doi:10.1002/(sici)1520-6807(199707)34:3<219::aid-pits4>3.0.co;2-j

Cited by 109 publications

(42 citation statements)

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“…Kindergarten results proved divisive in that there was no relationship between the DECA and reading but the DECA did account for 4% of the kindergarten math grades. This finding is similar to the findings of previous research which found that social and emotional development can predict later academic success (Agostin & Bain, 1997;Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002;Normandeau & Guay, 1998;Pianta & Harbers, 1996;Shoda, Mischel, & Peake, 1990;Slaughter-Defoe & Rubin, 2001;Smith & Walden, 2001;Stipek, 1993;Turner & Johnson, 2003). Similar to the findings of Turner and Johnson (2003) the results of this study may seem minimal and…”

Section: Chapter V Discussionsupporting

confidence: 91%

“…The whole child is code for focusing on social and emotional development as well as cognitive and academic content (Zigler & Bishop-Josef, 2006 Researchers in the area of children's initiative, self-control, and attachment have also been interested in how these competencies facilitate academic learning and have been able to show the positive outcome of social and emotional development within the early years (Agostin & Bain, 1997;Bandura, 2000;Bandura & Mischel,1965;Lin et al, 2003;Slaughter-Defoe & Rubin, 2001;Spieker, Nelson, Petras, Jolley, & Barnard, 2003;Sroufe, 1983;Turner & Johnson, 2003). Though much research has been conducted showing that these constructs are real, and actualized, and important for children's performance and enjoyment of early childhood education, very little research has been able to link social and emotional development with academic success in the early elementary years.…”

Section: Chapter V Discussionmentioning

confidence: 99%

“…Social competence is associated with the way children control their behaviors and those students who were better selfregulators showed higher vocabulary skills as assessed by the Peabody Picture Vocabulary Test (Smith & Walden, 2001). Other research shows that early vocabulary is a predictor for later academic success (Agostin & Bain, 1997;Fantuzzo, Bulotsky, McDermott, Mosca, & Lutz, 2003;Kurdek & Sinclair, 2001;Mendez & Fogle, 2002).…”

Section: Self-controlmentioning

confidence: 99%

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The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

Muelle¹

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Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity (Bandura, 1989). This study examined the relationship between Hispanic children's prekindergarten social and emotional development and their academic success.Hispanic children from a large southeastern city whose parents were receiving subsidized child-care were followed from their prekindergarten year through third grade (N=1,978). Several hierarchical regressions were run to determine the relationship between children's social and emotional development, during their prekindergarten year using the DECA (Devereaux Early Childhood Assessment), and the their academic The results of this study revealed that for Hispanic children from low-income families, the best predictor for academic success was the children's prior academic achievement. Social and emotional development showed no significant predictive value for the third grade criterion variables as well as end of the year academic grades in second grade and kindergarten reading. Evidence did suggest that for first grade end of the year academic grades and kindergarten math, social and emotional development had a small predictive value.

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Section: Chapter V Discussionsupporting

confidence: 91%

Section: Chapter V Discussionmentioning

confidence: 99%

Section: Self-controlmentioning

confidence: 99%

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The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

Muelle¹

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“…No caso específi co da avaliação socioemocional, apesar de alguns dos instrumentos serem adequados ao nível desenvolvimental, ainda assim pecam pelo facto de serem demasiado direcionados para perturbações específi cas (e.g. psicopatologia severa) em detrimento de problemas comportamentais, sociais e emocionais com que educadores/cuidadores de crianças mais novas têm de lidar na rotina diária (Agostin & Bain, 1997;Carney & Merrell, 2005;Major, 2007;Merrell, 1996).…”

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Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2): adaptação e estudos psicométricos da versão portuguesa

Major¹,

Seabra‐Santos²

2014

Psicol. Reflex. Crit.

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ResumoEste artigo tem por objetivo apresentar o processo de tradução, adaptação e alguns estudos psicométricos da versão portuguesa das Preschool and Kindergarten Behavior Scales -Second Edition (PKBS-2;Merrell, 2002), uma escala de avaliação com 76 itens na sua versão original, especifi camente desenvolvida para avaliar aptidões sociais e problemas de comportamento em crianças pré-escolares. A amostra normativa é composta por 1000 crianças pré-escolares avaliadas por pais e educadores/ professores. Foram efetuados estudos de tradução/adaptação e inclusão de outros itens relevantes que, após análises de itens, análise fatorial exploratória e de consistência interna, resultaram numa versão portuguesa com 80 itens. Os resultados da análise fatorial exploratória permitiram identifi car três subescalas para a escala de Aptidões Sociais e duas subescalas para a de Problemas de Comportamento. As escalas apresentaram uma boa consistência interna e foram observadas intercorrelações moderadas a elevadas entre as subescalas e o resultado total. Para a estabilidade temporal, os resultados são congruentes com os da versão original, com valores moderados a elevados (r = 0,65 a 0,90). Apesar de algumas limitações apresentadas, fi ca disponível uma ferramenta útil e válida na avaliação de aptidões sociais e problemas de comportamento das crianças portuguesas pré-escolares. Palavras-chave: Avaliação, pré-escolares, habilidades sociais, problemas do comportamento. AbstractThis study aims to document the process of translation, adaptation and some psychometric studies of the Portuguese version of the Preschool and Kindergarten Behavior Scales -Second Edition (PKBS-2; Merrell, 2002), a behavior rating scale with 76 items on the original version, specifi cally developed to assess social skills and problem behaviors in preschool children. The normative sample comprises 1000 preschoolers rated by their parents and teachers. Studies of translation/adaptation and inclusion of other relevant items were done. After item analyses, exploratory factor analysis and internal consistency studies the Portuguese version with 80 items was developed. Exploratory factor analysis studies identifi ed three subscales for the Social Skills Scale and two subscales for the Problem Behaviors Scale. The scales showed good internal consistency, and moderate to high correlations between subscales and the total score were observed. Results from the test-retest study are congruent with results from the original version, with moderate to high values (r = .65 to .90). In spite of the presented limitations, it is made available a useful and valid tool for the assessment of social skills and problem behaviors of preschool Portuguese children.

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“…O terceiro eixo tem como foco as diferentes tarefas interativas, como proposto por McFall (1982), podendo-se ilustrar com estudos voltados para a identificação das habilidades sociais acadêmicas (Agostin & Bain, 1997;Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000;Crews, Bender, Gresham, Kern, Vanderwood, & Cook, 2007;Del Prette & Del Prette, 2005a, 2005bDiPerna & Elliott, 2002;Gresham, 1992;Malecki & Elliott, 2002), de negociação, resolução de problemas, fazer amizades, dentre outras (Bedell & Lennox, 1997;Borges, 2007;Caballo, 1993;Del Prette & Del Prette, 2001, 2005a, 2005bHagar, Goldstein, & Brooks, 2006). Ainda que algumas classes possam ser relevantes em todos esses eixos, outras podem ser críticas para alguns deles.…”

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Um sistema de categorias de habilidades sociais educativas

Prette

2008

Paidéia (Ribeirão Preto)

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Resumo: Este estudo apresenta um Sistema de Habilidades Sociais Educativas (SHSE), com classes e subclasses aplicáveis à tarefa de pais, professores e demais pessoas comprometidas com a promoção do desenvolvimento e aprendizagem do outro. A elaboração do SHSE iniciou-se com a análise da literatura, a definição funcional de habilidades sociais educativas e uma primeira proposta de classes e subclasses, sucessivamente testadas e aperfeiçoadas em estudos empíricos de observação direta. Como resultado, apresenta-se a versão atual do SHSE, com definições, exemplos e indicadores de viabilidade e confiabilidade. São discutidas algumas questões e encaminhamentos de pesquisa para estudos futuros nessa temática. Palavras-chave:Habilidades sociais. Relações pais-criança. Relações mãe-criança. Interação professor-aluno. Desenvolvimento infantil. A classification system of educative social skillsAbstract: This study presents a System of Educative Social Skills (SESS), with classes and subclasses suitable to the task of parents, teachers and any person committed with the promotion of development and learning. The elaboration of SESS initiated with a literature analysis, definition of educative social skills, and an initial proposal of its classes and subclasses, successively tested and improved through empirical studies by direct observation. As the result, the SESS current version is presented, with definitions, examples and viability and reliability indicators. Some issues and research suggestions for further research are discussed.Keywords: Social skills. Parent child relations. Mother child relations. Teacher student interaction. Childhood development. Un sistema de categorías de habilidades sociales educativasResumen: Este estudio presenta un Sistema de Habilidades Sociales Educativas (SHSE), con clases y subclases aplicables a la tarea de los padres, maestros y cualquier persona comprometida con la promoción del desarrollo y aprendizaje del otro. La elaboración del SHSE empezó con el análisis de la literatura, la definición funcional de habilidades sociales educativas y una primera propuesta de clases y subclases, consecutivamente probada y mejorada en estudios empíricos de observación directa. Como resultado, presentase el SHSE, con definiciones, ejemplos e indicadores de viabilidad y confiabilidad. Si discuten algunas cuestiones y direcciones de la investigación para futuros estudios.

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Predicting early school success with developmental and social skills screeners

Cited by 109 publications

References 11 publications

The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2): adaptação e estudos psicométricos da versão portuguesa

Um sistema de categorias de habilidades sociais educativas

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