Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings

2011 ◽  
Vol 33 (10) ◽  
pp. 1813-1821 ◽  
Author(s):  
Tony Xing Tan ◽  
Linda A. Camras
Keyword(s):  
Social Skills ◽  
Teacher Ratings ◽  
Chinese Girls ◽  
Parent And Teacher Ratings ◽  
At Home

A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors

2001 ◽  
Vol 26 (2) ◽  
pp. 173-182 ◽  
Author(s):  
Dan Wright ◽  
Gregory K. Torrey
Keyword(s):  
Social Skills ◽  
Problem Behaviors ◽  
Discriminant Validity ◽  
Sixth Grade ◽  
Teacher Ratings ◽  
Social Skills Rating System ◽  
Convergent And Discriminant Validity ◽  
Assessment Techniques ◽  
Peer Measures ◽  
Parent And Teacher Ratings

The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.

Discrepancies in parent and teacher ratings of low-income preschooler's social skills

2016 ◽  
Vol 188 (6) ◽  
pp. 759-773 ◽  
Author(s):  
Miriam Heyman ◽  
Anthoula Poulakos ◽  
Carole Upshur ◽  
Melodie Wenz-Gross
Keyword(s):  
Social Skills ◽  
Low Income ◽  
Teacher Ratings ◽  
Parent And Teacher Ratings

Sex Differences in the Meaning of Parent and Teacher Ratings of ADHD Behaviors: An Observational Study

2017 ◽  
Vol 24 (13) ◽  
pp. 1847-1856 ◽  
Author(s):  
Brenda J. Meyer ◽  
Jim Stevenson ◽  
Edmund J. S. Sonuga-Barke
Keyword(s):  
Sex Differences ◽  
Observational Study ◽  
Secondary Analysis ◽  
Population Based ◽  
Teacher Ratings ◽  
Older Children ◽  
Males And Females ◽  
Parent And Teacher Ratings

Objective: To test explanations for the underrecognition of female ADHD by examining differences in adult ratings of boys and girls matched for levels of directly observed ADHD behaviors. Method: In a secondary analysis of a population-based sample, 3- to 4-year-olds ( n = 153, 79 male) and 8- to 9-year-olds ( n = 144, 75 male) were grouped according to levels of directly observed ADHD behaviors (low/moderate/high). Groups were then compared with parent/teacher ADHD ratings. Results: There were no sex differences in levels of directly observed ADHD behaviors within groups. For preschoolers, parents’ ratings of males, but not females, significantly increased across groups—mirroring levels of observed behaviors. For older children, both parent and teacher mean ratings were significantly higher for males than females across groups. Conclusion: Identified differences in adult ratings of males and females matched for directly observed behaviors may contribute to understanding the substantial ADHD underrecognition in females.

School-Based Social Skills Training for Children With Autism Spectrum Disorder

2015 ◽  
Vol 32 (4) ◽  
pp. 256-268 ◽  
Author(s):  
Keith C. Radley ◽  
Melissa B. McHugh ◽  
Traci Taber ◽  
Allison A. Battaglia ◽  
W. Blake Ford
Keyword(s):  
Social Skills ◽  
Social Functioning ◽  
Social Engagement ◽  
Social Skills Training ◽  
Children With Autism ◽  
Skills Training ◽  
Teacher Ratings ◽  
Autism Spectrum ◽  
Sociometric Status ◽  
Baseline Design

The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed.

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