The Walker-Mcconnell Scale of Social Competence and School Adjustment: A Social Skills Rating Scale for Teachers

1991 ◽  
Vol 16 (2) ◽  
pp. 159-160
Author(s):  
Hill M. Walker ◽  
Scott R. Mcconnell ◽  
Tim Lewis
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Rating Scale ◽  
School Adjustment

scholarly journals A Pilot Study of Social Competence Assessment Using Interaction Rating Scale Advanced

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
T. Anme ◽  
T. Watanabe ◽  
K. Tokutake ◽  
E. Tomisaki ◽  
Y. Mochizuki ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Pilot Study ◽  
Social Competence ◽  
Rating Scale ◽  
Competence Assessment ◽  
Evidence Based ◽  
School Students ◽  
Practical Evaluation

Purpose. The purpose of this paper is to clarify the validity of the Interaction Rating Scale Advanced (IRSA) as an evidence-based practical index of social skills. Methods. The participants in our study were 17 high school students. The participants completed the five-minute interaction session and were observed using the IRSA. Their teacher evaluated their social competence based on regular observation in school. Results. The results indicated the high correlation between IRSA scores and teacher's practical evaluation. IRSA can measure social competence with high validity. Conclusion. The IRSA provides further evidence of the fact that in order to study social competence development, it is important to evaluate various features of the interaction like IRSA subscales.

A play-based programme (Pillars of Society) to foster social skills of high-ability and average ability Primary-one students in Hong Kong

2015 ◽  
Vol 33 (3) ◽  
pp. 210-231
Author(s):  
Sylvia Liu ◽  
Mantak Yuen ◽  
Nirmala Rao
Keyword(s):  
Hong Kong ◽  
Social Skills ◽  
Social Competence ◽  
Rating Scale ◽  
School Intervention ◽  
High Ability ◽  
School Behavior ◽  
Average Ability ◽  
Behavior Rating Scale ◽  
School Learning

This paper describes a social skills programme implemented to enhance the social competence of Primary-one students in order to ensure a smooth adjustment after transition from kindergarten to a formal school learning environment. The participants were 122 students (64 boys and 58 girls; mean age 6.17 years, SD = 0.29 years) newly enrolled in a Hong Kong primary school. The intervention involved 60 minutes of contact per week for 8 weeks, and focused on playing interactive group games led by trained parent volunteers. Raven’s (1980) Standard Progressive Matrices were used to identify high-ability and average-ability students. In order to assess the programme’s impact on social competence, parents and teachers completed the Early School Behavior Rating Scale. Results indicated that students in the programme made significantly greater progress than a comparison group of Primary-one students who did not go through the intervention. High-ability students showed significant improvements in social competence, sustained over time in both home and school settings. Students of average ability exhibited positive improvements in social competence in school, but this did not always transfer to home. Boys improved their social competence and narrowed the gender difference with girls. Implications for school intervention are discussed.

Authoritative and Authoritarian Parenting Practices and Social and School Performance in Chinese Children

1997 ◽  
Vol 21 (4) ◽  
pp. 855-873 ◽  
Author(s):  
Xinyin Chen ◽  
Qi Dong ◽  
Hong Zhou
Keyword(s):  
Social Competence ◽  
Parenting Styles ◽  
Parenting Practices ◽  
Rating Scale ◽  
Peer Acceptance ◽  
Peer Assessment ◽  
School Adjustment ◽  
Chinese Children ◽  
Child Rearing ◽  
Authoritarian Parenting

The purpose of the study was to examine the relations between authoritative and authoritarian parenting styles and social and school adjustment in Chinese children. A sample of second grade children, aged eight years, and their parents in Beijing, People’s Republic of China, participated in this study. The children were group administered a peer assessment measure of social behaviour and a sociometric nomination measure. Teachers completed a rating scale on school-related social competence and problems for each child. Data concerning child-rearing practices were obtained from parents. In addition, information on children’s academic and social competence was obtained from school records. It was found that authoritarian parenting was associated positively with aggression and negatively with peer acceptance, sociability-competence, distinguished studentship and school academic achievement. In contrast, parental authoritative style was associated positively with indices of social and school adjustment and negatively with adjustment problems. The results indicated that, inconsistent with the argument in the literature (e.g. Steinberg, Dornbusch, & Brown, 1992), authoritative and authoritarian parenting practices were relevant to social and academic performance in Chinese children.

The Development and Cross Validation of Social Skills Rating Scale for Elementary Students

2017 ◽  
Vol 52 (3) ◽  
pp. 193-210
Author(s):  
Ae Hwa Kim ◽  
◽  
Ui Jung Kim ◽  
Hyun Skil Yoo ◽  
Eun Young Kang ◽  
...  
Keyword(s):  
Social Skills ◽  
Elementary Students ◽  
Cross Validation ◽  
Rating Scale

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

Social dominance and prosocial and coercive strategies of resource control in preschoolers

2002 ◽  
Vol 26 (2) ◽  
pp. 167-176 ◽  
Author(s):  
Patricia H. Hawley
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Dominance ◽  
Control Strategies ◽  
Block Design ◽  
Openness To Experience ◽  
Resource Control ◽  
Prosocial Behaviour ◽  
Evolutionary Perspective ◽  
Control Behaviour

This study was designed to investigate the predictors of social dominance, the strategies children use to control resources (prosocial and coercive), and the associations between these strategies and measures of personality, social skills, and peer regard. A total of 30 preschoolers (ages 3–6) were rated by their teachers on social dominance. Based on these ratings, dominant children were paired with multiple subordinate children (i.e., block design; Kenny, 1990) and observed in a play situation designed to elicit resource control behaviour. As hypothesised, age and the surgency facet of extraversion predicted social dominance (but openness to experience did not). Furthermore, also as expected, both prosocial behaviour and coercive behaviour were related to resource control in the play situation. Last, both resource control strategies were associated with parent-rated social competence, but only coercive control was associated with positive peer regard (i.e., Likeability). Factors of personality (e.g. agreeableness, hostility) were not associated with either of the strategies. The utility of an evolutionary perspective to resource control and social competence is discussed.

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