Assessing Social Skill in Role-Play Scenes: Is Personal Relevance Relevant?

1992 ◽  
Vol 20 (2) ◽  
pp. 141-145 ◽  
Author(s):  
Irwin S. Rosenfarb ◽  
Jim Mintz
Keyword(s):  
Social Skills ◽  
External Validity ◽  
Social Skill ◽  
Role Play ◽  
Personal Relevance ◽  
Social Deficits ◽  
Social Situations ◽  
Play Assessment ◽  
The Relationship ◽  
Incomplete Picture

Social skills role-play assessment has been plagued by a lack of external validity. One solution recommended has been to select role-plays that are personally relevant for clients. The present study assessed the relationship between the personal relevance of role-plays and degree of socially skilled behavior. Results failed to support the hypothesis that clients would perform most poorly in those role-plays they viewed as most personally relevant. Results suggest that it may not be critical for therapists to develop role-plays that are personally relevant; the variables controlling socially skilled behavior do not seem unique to personally relevant situations. Instead, it may be more important for therapists to examine a broad range of social situations. If only personally relevant social skill situations are assessed, an incomplete picture of a client's range of social deficits may be obtained.

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 Construct Validity of Multiple Mini Interviews – Investigating the Role of Stations, Skills, and Raters using Bayesian G-theory

2019 ◽  
Author(s):  
Simon Mats Breil ◽  
Boris Forthmann ◽  
Anike Hertel ◽  
Helmut Ahrens ◽  
Britta Brouwer ◽  
...  
Keyword(s):  
Social Skills ◽  
Construct Validity ◽  
Social Skill ◽  
Selection Process ◽  
Role Play ◽  
Future Research ◽  
General Performance ◽  
Performance Differences ◽  
Specific Performance ◽  
Selection Measures

One popular procedure in the medical student selection process are multiple mini-interviews (MMIs), which are designed to assess social skills (e.g., empathy) by means of brief interview and role-play stations. However, it remains unclear whether MMIs reliably measure desired social skills or rather general performance differences that do not depend on specific social skills. Here, we provide a detailed investigation into the construct validity of MMIs, including the identification and quantification of performance facets (social skill-specific performance, station-specific performance, general performance) and their relations with other selection measures. We used data from three MMI samples (N = 376 applicants, 144 raters) that included six interview and role-play stations and multiple assessed social skills. Bayesian generalizability analyses show that, the largest amount of reliable MMI variance was accounted for by station-specific and general performance differences between applicants. Furthermore, there were low or no correlations with other selection measures. Our findings suggest that MMI ratings are less social skill-specific than originally conceptualized and are due more to general performance differences (across and within-stations). Future research should focus on the development of skill-specific MMI stations and on behavioral analyses on the extents to which performance differences are based on desirable skills versus undesired aspects.

scholarly journals Parent-Students Relationship and Its Relationship with Student’s Development in Social Skills

2019 ◽  
Vol 6 (11) ◽  
pp. 5712-5715
Author(s):  
Nurulhaidah Daud ◽  
Zahidah Sarkawi ◽  
Ikhwan Zakaria ◽  
You Huay Woon
Keyword(s):  
Social Skills ◽  
Student Development ◽  
Random Sampling ◽  
Social Skill ◽  
Sampling Method ◽  
Good Relationship ◽  
Good Parent ◽  
The Social ◽  
Student Relationship ◽  
The Relationship

This paper focuses on parent-student relationship, student's development, and social skill. Using random sampling method, around 65 students age 18-19 years old will be given two types of questionnaires to measure the social skill and parent-student development. The main objective of this research is to investigate the relationship between parent-student relationship and social skills. Roughly observed, student that practices a good relationship with their parents tends to stand out more in public and have good social skills. As a conclusion, this research is to prove the hypothesis which is a good parent-student relationship result in a good student's development in social skills and to prove that there is a relationship between student's development in social skills and student's relationship with parents.

External validity of role play assessment of assertive behavior

1983 ◽  
Vol 5 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Janet S. St. Lawrence ◽  
William A. Kirksey ◽  
Tamara Moore
Keyword(s):  
External Validity ◽  
Role Play ◽  
Play Assessment ◽  
Assertive Behavior

scholarly journals Analysis of Sports and Social Skill Relation in a Non-Sportive Group

2018 ◽  
Vol 6 (8) ◽  
pp. 108
Author(s):  
Aylin Zekioglu ◽  
Arkun Tatar ◽  
Hudanur Ozdemir
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Sampling Method ◽  
Sports Participation ◽  
Small Towns ◽  
Financial Status ◽  
Significant Difference ◽  
Convenience Sampling ◽  
The Relationship ◽  
Frequency Of Sports Participation

The aim of this study is to examine the relationship between social skills and sports participation of non-athlete participants. The data of this study were collected by using the Convenience Sampling Method from 197 females (59.3%) and 135 males (40.7%), a total of 332 participants, ranging in age from 17 to 67 years (mean=28.72±9.31 years). When asked about the frequency of engaging in sports, while 43 (13.0%) of the respondents reported regular participation and 117 (53.3%) reported occasional participation, and 112 (33.7%) were non-participants. The participants completed the “A Social Skills Scale” for adults consisting of 80 items, and the Socio-demographic Form. The results showed that the Internal Consistency Coefficient for the scale was 0.93. In order to compare the three groups (regular participants, occasional participants, and non-participants) and other variables in terms of the total score of the scale, the two-way ANOVA test was used. There were significant differences in social skill degrees between three groups which were constituted based on frequency of sports participation, between the genders, and between the two groups that were formed considering where participants spent most of their lives (big cities or small towns). On the other hand, no significant difference was observed between participants’ social skills according to age and socioeconomic variables like marital status, education, occupational and financial status. Findings were discussed in the context of the related literature.

scholarly journals An investigation of the relationship between childhood abuse experience and social skill levels of teacher candidatesÖğretmen adaylarının çocukluk dönemi istismar yaşantıları ile sosyal beceri düzeyleri arasındaki ilişkinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 3645
Author(s):  
Kayhan Bozgün ◽  
Serpil Pekdoğan
Keyword(s):  
Preservice Teachers ◽  
Social Skills ◽  
Childhood Abuse ◽  
Teacher Candidates ◽  
Social Skill ◽  
Short Form ◽  
Screening Method ◽  
Skill Levels ◽  
Quantitative Research Methods ◽  
The Relationship

Damaging actions of emotional, social, physical and cognitive development can leave permanent traces in the individual's life. Abuse is also one of the issues to be addressed. Abuse of childhood and its aftermath can negatively affect social development and cause the individual to be deprived of social skills. In this study, it is aimed to investigate the relationship between preservice teachers’ social skill levels and childhood traumas. The study was conducted with the relational screening method of quantitative research methods. In the study group of the research there are 628 preservice teachers who continue to Education Faculty of Amasya University in the academic year 2016-2017. In the collection of data, "Childhood Trauma Scale Short Form" which determines levels of childhood abuse experiences and "Social Skills Inventory Short Form" used to measure social skills levels during adulthood were utilized. In the analysis of data, Pearson Moments Correlation Coefficient was used for determining the relationship between the two scales. In the findings of the study, social skills and childhood abuse were negatively related; but which is not significant for preservice teachers. As a result, it is very important for the prospective teachers to be aware of the negative effect of the abuse experience on social skills development in their professional lives. Studies may be made to teacher candidates or teachers to explain the negative effects of abuse and the importance of social skills.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetDuygusal, sosyal, fiziksel, bilişsel gelişimi zedeleyici eylemler bireyin yaşamında kalıcı izler bırakabilmektedir. İstismar da bu nedenle üzerinde durulması gereken konular arasında yer almaktadır. Çocukluk dönemi ve sonrasında etkisini sürdüren istismar, sosyal gelişimi olumsuz etkileyerek bireyin sosyal becerilerden yoksun olmasına neden olabilmektedir. Bu çalışmada, öğretmen adaylarının sosyal beceri düzeyleri ile çocukluk çağı istismar yaşantıları arasındaki ilişkisinin incelenmesi amaçlanmaktadır. Nicel araştırma yöntemlerinden ilişkisel tarama deseni ile gerçekleştirilen araştırmanın çalışma grubunu, 2016-2017 eğitim-öğretim yılında Amasya Üniversitesi Eğitim Fakültesi’nde öğrenim gören 628 öğretmen adayı oluşturmaktadır. Verilerin toplanmasında çocukluk dönemi istismar yaşantıları düzeylerini belirleyen “Çocukluk Çağı Örselenme Yaşantıları Ölçeği Kısa Formu” ve yetişkinlik dönemindeki sosyal beceri düzeylerini ölçmek amacıyla kullanılan “Sosyal Beceri Envanteri Kısa Formu”ndan yararlanılmıştır. Verilerin analizinde iki ölçek arasındaki ilişkileri belirlemek için pearson momentler çarpımı korelasyon katsayısı kullanılmıştır. Çalışmanın bulguları incelendiğinde öğretmen adaylarının sosyal becerileri ile çocukluk çağı istismar yaşantıları arasında negatif yönde anlamlı olmayan bir ilişkinin olduğu görülmektedir. Sonuç olarak öğretmen adaylarının istismar yaşantısının sosyal beceri gelişimine olumsuz etkisinin farkında olmaları mesleki yaşamlarında büyük önem taşımaktadır. Öğretmen adaylarına ya da öğretmenlere istismarın olumsuz etkilerinin ve sosyal becerinin önemini aktaracak çalışmalar yapılabilir.

scholarly journals Pemberdayaan Komunitas Anak Jalanan Yogyakarta Melalui Bermain Peran

2017 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Fatwa Tentama ◽  
Dessy Pranungsari ◽  
Nissa Tarnoto
Keyword(s):  
Social Skills ◽  
Social Skill ◽  
Role Play ◽  
Role Playing ◽  
Early Age ◽  
Young Mothers ◽  
Young Mother ◽  
Know How ◽  
The Social ◽  
Rules Of The Game

For an optimal development of the child's mother in every aspect of its development is very important. One aspect of skills that must be developed from an early age is a social skill. Most of the streets are young mothers of young children in Yogyakarta worried with the development of their social skills. The young mother does not know how to provide the appropriate stimulation to the child, especially to teach children social skills. Stimulate the child's development of social skills of children aspect then held a training play a role to the street children and of young mothers streets. Training was conducted for two days with story, discussions and role play. The purpose of this training is to improve the social skills of children so that they can adapt to their social environment. The results of the training is role playing a child's social skills to be increased after the training given by the method of playing the role. Social skills of children who increasingly include socializing in the neighborhood play when new friends, increase vocabulary, follow the rules of the game, and resolve conflicts with peers.

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