scholarly journals Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study

BMJ Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. e016633 ◽  
Author(s):  
Emma J Thompson ◽  
Miriam H Beauchamp ◽  
Simone J Darling ◽  
Stephen J C Hearps ◽  
Amy Brown ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Social Problems ◽  
Assessment Tool ◽  
Well Being ◽  
Assessment Tools ◽  
Self Report ◽  
Skills Assessment ◽  
Clinical Group ◽  
Social Skills Assessment

BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.

Review of Self Rating Devices in Social Skills Assessment, and the Preliminary Investigation of a New Scale (S.O.C.S.I.T.)

1984 ◽  
Vol 12 (3) ◽  
pp. 223-236
Author(s):  
Peter Tyler ◽  
Paddy Tapsfield
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Preliminary Investigation ◽  
Self Report ◽  
Potential Usefulness ◽  
Skills Assessment ◽  
Alcohol Abusers ◽  
Social Skills Assessment ◽  
Competence Training ◽  
Armed Services

Self report instruments for assessing social competence are briefly reviewed. The amount of assistance available from the literature to those wishing to apply the scales psychometrically seems scarce, and construct infrastructure of many such scales is limited and insufficiently explicit. A new inventory was investigated, using three male samples (controls = 100; alcohol abusers = 160; other psychiatric = 58) from an Armed Services population. Results indicate an underlying factorial framework which comprises five separate scales, and data are presented which indicate the scale's potential usefulness in such ways as identifying candidates for social competence training, and for inter-group analyses of social competence.

scholarly journals RELATIONSHIP BETWEEN MOTOR SKILLS AND SOCIAL SKILLS IN PRESCHOOL CHILDREN

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Rabia Gamze Ecevit ◽  
Mehmet Şahin
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
Body Mass ◽  
Motor Skills ◽  
Assessment Tool ◽  
Skills Assessment ◽  
Social Skills Assessment ◽  
Significant Difference ◽  
Body Mass Indexes ◽  
The Relationship

<p>This study aimed to examine the relationship between motor skills and social skills of preschool children regarding to age, gender, and body mass indexes. A total of 160 typically developing preschool children from the 5 – 6 age groups participated in the study. The families of the children gave consent forms to participate in the study. The Test of Gross Motor Development, 3rd Edition tool (TGMD-III), and Preschool Social Skills Assessment Tool (PSSAT) were used in the study. We performed frequency and percentage analysis for descriptive statistics on the demographic characteristics of the participants. The researchers estimated the minimum, maximum, mean, and standard deviation values of the scales used in the study and the sub-dimensions of these scales. Skewness and kurtosis values for normality and applied Shapiro-Wilk (Normal Fit Test) were examined. We also calculated Cronbach's alpha values for the validity-reliability analysis of the Preschool Social Skills Assessment Tool. The data were analyzed using descriptive statistics and t-tests for gender and age comparisons, and Kruskal-Wallis analyses were employed to examine body mass indexes. We performed Pearson Correlation analysis to determine the relationship between motor skills and social skills. The result of the research showed that the motor skills of preschool children showed a significant difference according to the gender of the children (p&lt;0.05). Preschool children were exposed to a significant difference according to children's ages in terms of locomotor skills and total motor skills (p&lt;0.01). The social skills of these children revealed a statistically significant difference in line with their gender (p&lt;0.01). On the other hand, there was no statistically significant difference according to the age of the children (p&gt;0.05). The body mass index of preschool children's ground motor and social skills did not show a statistically significant difference according to their Body Mass Index (BMI) levels (p&gt;0.05). Our study could not identify a meaningful relationship between motor skills and the children's social skills (p&gt;0.05).</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0862/a.php" alt="Hit counter" /></p>

Social Skills Assessment: A Comparative Evaluation of Six Published Rating Scales

1995 ◽  
Vol 24 (4) ◽  
pp. 648-671 ◽  
Author(s):  
Michelle K. Demaray ◽  
Stacey L. Ruffalo ◽  
John Carlson ◽  
R. T. Busse ◽  
Amy E. Olson ◽  
...  
Keyword(s):  
Social Skills ◽  
Comparative Evaluation ◽  
Rating Scales ◽  
Skills Assessment ◽  
Social Skills Assessment

Communication and Social Skills Assessment

2008 ◽  
pp. 165-192 ◽  
Author(s):  
Jeff Sigafoos ◽  
Ralf W. Schlosser ◽  
Vanessa A. Green ◽  
Mark O'Reilly ◽  
Giulio E. Lancioni
Keyword(s):  
Social Skills ◽  
Skills Assessment ◽  
Social Skills Assessment
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