Validation of a role-play measure of children's social skills

1989 ◽  
Vol 17 (6) ◽  
pp. 633-646 ◽  
Author(s):  
Jan N. Hughes ◽  
Gwyneth Boodoo ◽  
Joyce Alcala ◽  
Mary -Claire Maggio ◽  
Lisa Moore ◽  
...  
Keyword(s):  
Social Skills ◽  
Role Play ◽  
Children's Social Skills

Factors affecting the social validity of a role-play test of children's social skills

1984 ◽  
Vol 6 (3) ◽  
pp. 231-245 ◽  
Author(s):  
Verdi R. Lethermon ◽  
Donald A. Williamson ◽  
Sarah C. Moody ◽  
Stanford W. Granberry ◽  
Kathleen L. Lemanek ◽  
...  
Keyword(s):  
Social Skills ◽  
Role Play ◽  
Social Validity ◽  
Factors Affecting ◽  
The Social ◽  
Children's Social Skills

scholarly journals The Effect of Role-Play Learning Strategy and Self-Concept on Social Skills of Children Age 5-6 Years Old in Aisyah Az-Zahra Medan

2020 ◽  
Vol 2 (3) ◽  
pp. 810-816
Author(s):  
Syamsu Nahar ◽  
Wahyuddin Nur Nasution ◽  
Sunita Sari
Keyword(s):  
Social Skills ◽  
Learning Strategy ◽  
Role Play ◽  
Role Playing ◽  
Learning Activities ◽  
Self Concept ◽  
Analysis Technique ◽  
The Social ◽  
Quasi Experimental ◽  
Children's Social Skills

This study aims to determine: (1) differences in the social skills of children who carry out learning activities using macro role playing strategies and those using micro role playing, (2) differences in social skills of children who have high self-concept and children who have low self-concept, and (3) the interaction between role playing strategies and self-concept on social skills. The populations in this study were children aged 5-6 years. This research was conducted at PAUD Aisyah Az-zahra Medan. The research method used was quasi-experimental. The collection technique was a questionnaire and a test, then the data analysis technique was a two-way analysis of variance. The results showed (1). the average social skills of children who learn to use macro role playing strategies are higher, namely = 8.80 compared to those who use micro role playing strategies = 6.50, with f-count = 9.096 > f-table = 3.48, with a level significant 0.05, (2) the average social skills of children who have high self-concept is higher with an average = 9.15 while the average social skills of children who have low self-concept = 7.96 with f-count = 5,967> f-table = 3.48 with a significant level of 0.05, and (3) there is an interaction between playing with self-concept on children's social skills with f-count = 4.591> f-table = 3.48 at a significant level of 0, 05.

Children's Social-Skills Group Training: Integrating Research and Clinical Practice

2010 ◽  
Author(s):  
Melissa L. Greene ◽  
Andrew L. Robins ◽  
Barbara L. Flye ◽  
Jo R. Hariton
Keyword(s):  
Clinical Practice ◽  
Social Skills ◽  
Group Training ◽  
Social Skills Group ◽  
Children's Social Skills ◽  
Skills Group

Children's Social Skills and Their Relation to Prosocial Lie-Telling

2010 ◽  
Author(s):  
Christine Saykaly ◽  
Victoria Talwar ◽  
Shobhita Soor
Keyword(s):  
Social Skills ◽  
Children's Social Skills

scholarly journals A role-play assessment tool and drama-based social skills intervention for adults with autism or related social communication difficulties

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 41-60
Author(s):  
Céliane Trudel ◽  
Aparna Nadig
Keyword(s):  
Social Skills ◽  
Social Communication ◽  
Assessment Tool ◽  
Role Play ◽  
Autism Spectrum ◽  
Social Skills Intervention ◽  
Post Intervention ◽  
Adults With Autism ◽  
Play Assessment ◽  
Communication Difficulties

This study adds to a small literature on social skills measures and interventions for adults with autism spectrum disorder (ASD) or related social communication difficulties (SCD) without intellectual disability (ID). In study 1, a new multimodal assessment tool, the role-play assessment of social skills (R-PASS), was used to measure real-time application of social skills. The scores of adults with ASD/SCD were marginally lower than those of neurotypical adults, with a large effect size, suggesting that the measure can identify differences between the two groups. Therefore, the R-PASS shows potential as an objective tool to assess dynamic and naturalistic social skills. In Study 2, a pre–post single-group design study, we measured the effectiveness of a drama-based social skills intervention for seven participants who self-identified as having ASD/SCD. The R-PASS was used by external raters blind to diagnosis and intervention status to compare the performance of intervention participants to that of neurotypical adults. R-PASS scores suggested substantial improvement of social skills in the majority of participants post-intervention. Furthermore, relatives’ and participants’ perception of their social communication and self-regulation skills improved from pre- to post-intervention. These results suggest that the intervention may have helped the participants improve their social skills.

scholarly journals Interaction Rating Scale (IRS) as an Evidence-Based Practical Index of Children's Social Skills and Parenting

2010 ◽  
Vol 20 (Supplement_II) ◽  
pp. S419-S426 ◽  
Author(s):  
Tokie Anme ◽  
Ryoji Shinohara ◽  
Yuka Sugisawa ◽  
Lian Tong ◽  
Emiko Tanaka ◽  
...  
Keyword(s):  
Social Skills ◽  
Rating Scale ◽  
Evidence Based ◽  
Children's Social Skills

Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia

2021 ◽  
Author(s):  
Stephen Bayley ◽  
Darge Wole Meshesha ◽  
Paul Ramchandani ◽  
Pauline Rose ◽  
Tassew Woldehanna ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Skills ◽  
Emotional Regulation ◽  
Current Knowledge ◽  
Strong Relationship ◽  
Academic Learning ◽  
School Closures ◽  
Health And Wellbeing ◽  
Before And After ◽  
Children's Social Skills

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

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