Social-Skills Assessment of Children

Michelson, Larry; Foster, Sharon L.; Ritchey, Wendy L.

doi:10.1007/978-1-4613-9808-0_4

Cited by 18 publications

(8 citation statements)

References 104 publications

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“…The measure employed in this study was based on a roster and rating method (Hymel & Asher, 1977) considered to be both a comprehensive index of peer likeability and a method that minimizes the likelihood that children are not selected simply because they are forgotten. Moreover, ratings are not affected by group size, thus making cross-classroom comparisons possible (Michelson, Foster, & Ritchey, 1981). Children were presented with an alphabetized list of their classmates and were asked to rate how much they liked each peer on an anchored 5-point bipolar scale.…”

Section: Methodsmentioning

confidence: 99%

Knowledge, Perception, and Performance of Assertive Behavior in Children with Learning Disabilities

Wojnilower

Gross

1988

J Learn Disabil

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The relationships among knowledge, perception, and performance of assertive behavior in children with learning disabilities were examined. Thirty-two boys were administered a self-report assertiveness inventory to assess social knowledge. Social performance was measured via an unobtrusive role-play test. The youngsters' teachers also rated the youths' social skill level. Subjects rated videotapes of peers displaying assertive and unassertive behavior. This served as a measure of social perception of assertiveness. Lastly, sociometrics were collected. Data analyses revealed no significant interrelationship among the three components of social competence. Teacher ratings of subject assertive behavior were positively and significantly related to likeability as rated by sociometrics, but the relationship between subject response to the unobtrusive roleplay test and likeability was nonsignificant. Despite these equivocal findings, assertive behavior was more highly valued than nonassertive behavior. Cognitive ability was also found to be a positive predictor of social perception. Implications of these findings are discussed.

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Section: Methodsmentioning

confidence: 99%

Knowledge, Perception, and Performance of Assertive Behavior in Children with Learning Disabilities

Wojnilower

Gross

1988

J Learn Disabil

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“…Thus, they are good for screening and outcome assessment, but they are not helpful for program planning. Similar strengths and weaknesses apply to teacher rating scales (for reviews, see Asher & Hymel, 1981;Michelson et al, 1981). It is important to note that children who are referred to a school psychologist for an evaluation are typically referred by the child's teacher.…”

Section: Identifying Social Competence Problems: Stagementioning

confidence: 97%

“…Sociometrics and teacher rating scales are useful for identifying children who may be experiencing peer rejection or insufficient peer acceptance. Sociometric measures in the assessment of social skills have been the topic of several excellent reviews (e.g., Asher & Hymel, 1981;Hops & Lewin, 1984;Michelson, Foster, & Ritchey, 1981). Although the psychometric properties of sociometric measures are a notable strength, "their utility is limited in that they do not specify the nature of the social problem or, in the case of popular children, their skills" (Michelson et al, 1981, p. 138).…”

Section: Identifying Social Competence Problems: Stagementioning

confidence: 99%

“…Teacher Self-Control Rating Scale (Humphrey, 1982) Direct observation; Conners' Parent and Teacher Rating Scales (Goyette, Conners, & Ulrich, 1978) Self-Control Rating Scale (Kendall & Wilcox, 1979) PEPSI (Feldhusen et al, 1972); Direct Observation (Bornstein, Bellack, & Hersen, 1977) Waksman Social Skills Rating Scale (Waksman, 1985) Reviews Barton & Ascione (1984); Michelson et al (1981) Note. The assessment procedures and reviews of assessment procedures are for purposes of illustration and are not presented as an exhaustive listing.…”

Section: Identifying Social Competence Problems: Stagementioning

confidence: 99%

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

Hall¹

1987

Professional School Psychology

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“…Both parents and teachers completed a social behaviour checklist. This consisted of 27 problem behaviours compiled during piloting from various standardized checklists (Michelson, Foster and Ritchey, 1978;Spence, 1980). Frequency of each behaviour was rated on a 4 point scale.…”

Section: Pre-and Post-intervention I) Social Behaviour Checklistmentioning

confidence: 99%

Social skills training in schools: an evaluation study

Verduyn¹,

Lord²,

Forrest³

1990

Journal of Adolescence

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A study evaluating the effectiveness of a school‐based social skills programme is described. All children in three year bands of an Oxford middle school were screened for behaviour problems. Subjects selected were allocated at random to eight sessions of social skills training with four booster sessions later or to a no treatment control group. Change was assessed by teacher, parent and self‐report measures.Results suggested a significant improvement in social activity, parental report of social behaviour and self‐esteem in the treatment as compared to the control group, which persisted at 6 month follow‐up. Self‐esteem changes were age and gender related.Implications for school‐based social skills programmes are discussed.

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Social-Skills Assessment of Children

Cited by 18 publications

References 104 publications

Knowledge, Perception, and Performance of Assertive Behavior in Children with Learning Disabilities

Knowledge, Perception, and Performance of Assertive Behavior in Children with Learning Disabilities

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

Social skills training in schools: an evaluation study

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