Proposed model for the assessment of children's social competence.

Hall, Robert J.

doi:10.1037/h0090544

Cited by 22 publications

(12 citation statements)

References 66 publications

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“…Because we were interested in children's relative social standing in the classroom, scores were standardized within classrooms. The peer liking mean ratings has been found to have good test-retest reliabilities and stability across the elementary school years (Hughes, 1990). …”

Section: Sociometric Assessment-sociometricmentioning

confidence: 99%

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Zhang

2007

Contemporary Educational Psychology

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This study examined the effects of classroom indegree for ability (the degree to which peer nominations as academically capable show high consensus and focus on a relatively few number of children in a classroom) on first grade children's peer acceptance, teacher-rated classroom engagement, and self-perceived cognitive competence. Participants were 291 children located in 84 classrooms. Participating in sociometric interviews were 937 classmates. Consistent with social comparison theory, classroom indegree moderated the associations between children's achievement and classroom engagement and peer liking. Children with lower ability, relative to their classmates, were less accepted by peers and less engaged in classrooms in which students' perceptions of classmates' abilities converged on a relatively few number of students than in classrooms in which peers' perceptions were more dispersed. High indegree was associated with lower self-perceived cognitive competence regardless of ability level.

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Section: Sociometric Assessment-sociometricmentioning

confidence: 99%

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Zhang

2007

Contemporary Educational Psychology

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“…During the mid-1980s, Gresham and Elliott (1984) and Hughes and Hall (1987) developed models for classifying children's social skill problems. Their efforts were based on the belief that if there are a variety of reasons why children fail to perform certain behaviors, then every child should not respond to the same type of intervention technique.…”

Section: Problems With Conventional Approachesmentioning

confidence: 99%

“…These examples do not appear to isolate behavioral from cognitive deficits, which would describe children as either lacking the necessary prerequisite skills or as misinterpreting the situation, respectively. Hughes and Hall's (1987) conceptualization hinges o n social cognition. In essence, the child's perception of the social situation serves as a cue for selecting and performing subsequent behavior.…”

Section: Hughes and Hall's Modelmentioning

confidence: 99%

“…Also, for different individuals, different components may represent the primary reason for a child engaging in inappropriate behavior or for failing to act appropriately. We have retained the behavioral component, which is central to Bandura's (1978) reciprocal determinism and the models of Gresham and Elliott (1984) and Hughes and Hall (1987). The environmental component is similar to Bandura's conceptualization and the performance deficit category described by Gresham and Elliott. The cognitive component is similar to Bandura's conceptualization and the Type I11 error described by Hughes and Hall.…”

Section: Hughes and Hall And That Of Gresham Andmentioning

confidence: 99%

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Treatment of Attention Deficit Hyperactivity Disorder: A Multi-Modal Model for Schools

Maag

Reid²

1996

Semin Speech Lang

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Treatment of ADHD in schools has received comparatively little attention, even though children spend more time in school than in most other structured environments and have their most consistent, extensive contact with a variety of trained professionals there. Because schools could play a strategic role in treating ADHD children, a multi-modal treatment model for children with ADHD in school settings is presented, and logistic factors likely to increase its effective implementation are reviewed. Then, a functional approach to the assessment and treatment of ADHD that focuses on identifying individual-specific deficiencies and environmental factors that may prevent these children from performing appropriate behavior is discussed.

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“…Increased awareness of the need for social skills instruction to ameliorate such deficits has been demonstrated by numerous authors (Barton, 1986;Hollinger, 1987, Hughes & Hall, 1987. Three important reasons for investing in systematic social skills training with adolescent populations are:…”

mentioning

confidence: 99%

Social Validation of Adolescent Social Skills by Teachers and Students

Williams

Walker

Holmes

et al. 1989

Remedial and Special Education

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This study investigated the social validation of adolescent social skills by teachers and students. A total of 183 general and special education secondary teachers responded to a social skills survey that assessed teacher perceptions of the importance of social skills under three adjustment domains: relating to others, relating to adults, relating to yourself. Four hundred thirty-seven nonhandicapped and handicapped students, enrolled in the participating teachers' classes, responded to a student version of the same survey. Results indicated high levels of stability and internal consistency for the teacher survey. Only internal consistency was assessed for the student survey, and it exceeded .90 for each section of the survey. Much higher agreement levels were obtained on the survey social skills among teacher groups and among student groups than between teacher and student respondent groups. The one area of moderate agreement obtained between teachers and students dealt with the social skills necessary to adjust satisfactorily to instructional settings. The most highly rated teacher social skills related to behavioral compliance, task engagement and completion, responsiveness to the teacher, and the display of socially mature behavior. The lowest rated skills by teachers dealt with peer-related social behavior. In contrast, the highest rated skills by students focused on relationship dynamics and the quality of social exchanges with others. Results are discussed in terms of their implications for constructing adolescent social skills curricula and the importance of addressing both teacher-and student-preferred social skills within instructional programs.

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Proposed model for the assessment of children's social competence.

Abstract: This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

Cited by 22 publications

References 66 publications

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

Treatment of Attention Deficit Hyperactivity Disorder: A Multi-Modal Model for Schools

Social Validation of Adolescent Social Skills by Teachers and Students

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