Teacher-Rated Social Skills of Mainstreamed Mildly Handicapped and Nonhandicapped Children

Gresham, Frank M.

doi:10.1080/02796015.1987.12085271

Cited by 75 publications

(13 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers spend large amounts of time with children each day and, as such, are exposed to a representative sample of children’s classroom social behavior. Past work using teacher judgments suggests that teachers can accurately discriminate handicapped from nonhandicapped students and differentiate between students’ ability levels (Gerber & Semmel, 1984; Gresham, Elliott, & Black, 1987a; Gresham, Reschly, & Carey, 1987; Hoge, 1983). The current findings support the valdity of teacher ratings in differentiating peer-defined groups of popular and rejected children.…”

Section: Discussionmentioning

confidence: 99%

“…petence/social skills (Cartledge & Milburn, 1983;French & Waas, 1987;Gresham, Elliott, & Black, 1987a, 1987bHughes, 1986;Kratochwill & French, 1984;Stinnett, Oehler-Stinnett, & Stout, 1989). In addition, the Interagency Committee on Learning Disabilities (1987) has proposed that social skills deficits be included in a revised definition of learning disabilities (see Gresham & Elliott, 1989).…”

mentioning

confidence: 99%

“…Identification of and intervention with children who experience problems in initiating and maintaining satisfying relationships with peers have received increasing interest within the school psychological community. For example, an entire issue of the School Psychology Review was devoted to social competence (Carroll & Elliott, 1984), and there have been numerous empirical and conceptual articles in the school psychology literature concerning social competence/social skills (Cartledge & Milburn, 1983; French & Waas, 1987; Gresham, Elliott, & Black, 1987a, 1987b; Gresham & Reschly, 1987, 1988; Hughes, 1986; Kratochwill & French, 1984; Stinnett, Oehler-Stinnett, & Stout, 1989). In addition, the Interagency Committee on Learning Disabilities (1987) has proposed that social skills deficits be included in a revised definition of learning disabilities (see Gresham & Elliott, 1989).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Teacher ratings of social skills in popular and rejected males and females.

Stuart

Gresham²,

Elliott³

1991

School Psychology Quarterly

Self Cite

View full text Add to dashboard Cite

Contrasted social competence differences between popular and rejected elementary-age students using the Social Skills Rating System (Gresham & Elliott, 1990), a standardized measure of social skills and interfering problem behaviors. Using the Coie, Dodge, and Coppotelli (1982) method of sociometric classification, 25 children were classified as Rejected and 24 students were classified as Popular out of an initial screening sample of 336 students in grades kindergarten through 6. Initial grade-level analysis (kindergarten through 2 vs. 3 through 6) yielded no age effects on any dependent measure for popular and rejected groups. Subsequent analyses showed that popular students had higher levels of social skills and fewer interfering problem behaviors than rejected students. No Gender nor Gender X Sociometric Status interaction effects as noted. Interpretation of the lack of gender effects centered around the use of extreme groups in the current investigation compared to prior studies using behavior rating scales with children whose behavioral functioning was distributed across the full range of possible scores. Directions for future research include studies with other sociometrically defined groups, investigations of sociometrically defined groups in handicapped populations, and research on the effects of reputational "biases" on rejected children's behavioral functioning in peer groups.Identification of and intervention with children who experience problems in initiating and maintaining satisfying relationships with peers have received increasing interest within the school psychological community. For example, an entire issue of the School Psychology Review was devoted to social competence (Carroll & Elliott, 1984), and there have been numerous empirical and conceptual articles in the school psychology literature concerning social corn-Requests for reprints should be directed to

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Teacher ratings of social skills in popular and rejected males and females.

Stuart

Gresham²,

Elliott³

1991

School Psychology Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…Children's behavioral functioning. Behavioral functioning at kindergarten entry was assessed via parent and teacher reports on items drawn from the Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2; Merrell, 2003), the Social Skills Rating Scales (SSRS; Gresham, Elliott, & Black, 1987), and items created specifically for the ECLS-B and the Family and Child Experiences Study (FACES). Parents and teachers rated the frequency of the child's engagement in behaviors on 5-point scales (never to very often).…”

Section: Measures Eec Characteristicsmentioning

confidence: 99%

Timing, extent, and type of child care and children’s behavioral functioning in kindergarten.

Coley

Votruba‐Drzal²,

Miller³

et al. 2013

Developmental Psychology

View full text Add to dashboard Cite

Prior research has unearthed a link between early education and care (EEC) experiences and worse behavioral functioning for children, yet the research has not clearly delineated whether this link is due to early entry into care (timing), extensive hours of care (extent), or use of center-based care (type). Using a nationally representative sample of children followed from infancy through kindergarten (N ≈ 6,000), we assessed links between EEC timing, extent, and type, and children's kindergarten functioning. Both center-based and full-time preschool predicted heightened behavior problems and more limited learning behaviors in kindergarten, with care type and extent functioning additively. EEC during infancy and toddlerhood showed limited independent links with children's later functioning, but it exacerbated negative associations between preschool and children's kindergarten behaviors.

show abstract

“…These skds enable a person to interact effectively with others and to avoid socially unacceptable responses (Gresham & Elliott, 1984). Many students exhibit deficiencies in socialization and require training to develop social slulls (Gresham, Elliott, & Black, 1987). Social s k d problems are related to poor academic performance (Coie & Dodge, 1983;Parker & Asher, 1987).…”

mentioning

confidence: 99%

Reliability of the Social Skills Rating System in a Group of Iranian Children

Shahim

2001

Psychol Rep

View full text Add to dashboard Cite

The purpose of this study was to investigate reliability of the Social Skills Rating Systems of Gresham and Elliott for use in Iran. The sample consisted of 304 students aged 6 to 12 years, selected from the elementary schools in Shiraz, Iran. Parents' and teachers' ratings of social skills and behavioural problems and self-rating of social skills were applied in this study. Pearson correlations between parents' and teachers' ratings were low to moderate. Correlations between social skills subdomains and behavioural problems subdomains were low to high. Cronbach coefficients alpha were satisfactory for the two subdomains.

show abstract

Teacher-Rated Social Skills of Mainstreamed Mildly Handicapped and Nonhandicapped Children

Cited by 75 publications

References 23 publications

Teacher ratings of social skills in popular and rejected males and females.

Teacher ratings of social skills in popular and rejected males and females.

Timing, extent, and type of child care and children’s behavioral functioning in kindergarten.

Reliability of the Social Skills Rating System in a Group of Iranian Children

Contact Info

Product

Resources

About