Developing Social Competence in the Preschool Years

1995 ◽  
Vol 20 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Bruce Allen Knight ◽  
Desma Hughes
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Parenting Style ◽  
Social Skill ◽  
Academic Failure ◽  
Skills Acquisition ◽  
Social Skill Development ◽  
Social And Emotional ◽  
Parental Characteristics

Children who lack social competence, necessary for initiating and maintaining satisfying relationships, are at risk of peer rejection, academic failure and later social and emotional problems. This paper surveys the literature and discusses the importance of social skills acquisition for all young children. Factors that can influence the formation of social competence such as parental characteristics, parenting style and discipline; siblings; and quality of preschool care or interventions that enhance social skill development, are discussed.

Effective Practices for Teaching Social Skills

2020 ◽  
Author(s):  
Timothy J. Lewis ◽  
Courtney Jorgenson ◽  
Jessica Simpson ◽  
Trisha Guffey
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Skill ◽  
Prosocial Skills ◽  
Environmental Support ◽  
Social And Emotional ◽  
School Settings ◽  
Social Skill Instruction ◽  
Student Problem Behavior ◽  
Definition Of

Student problem behavior continues to significantly impact student academic, social, and emotional functional in school and post-school. Positive behavior support (PBS) focuses on identifying and teaching prosocial behavior and providing environmental supports to increase the likelihood that students will fluently use prosocial skills across school environments. Directly teaching prosocial social skills, discrete behaviors that lead to important social outcomes for the student, has been an advocated strategy for decades. Effective social skill instruction follows a direct instruction format and are taught through a “tell-show-practice” format whereby the teacher provides a definition of the skill and under what conditions it should be used (tell), then provides examples and non-examples of the social skill (show), followed by students using the skill in role-play situations based on natural school contexts (practice). Key to success, of course, is providing multiple opportunities to practice across all school settings with multiple adults to build fluency and generalized responding. Social skill instruction is one component of increasing student “social competency.” Social competence is defined as using the appropriate social skill, as defined by the students’ peers, adults, and larger community standards, to get their needs met. Social skill instruction should focus on improving overall student social competence, and not simple discrete skill mastery. Recent work expanding PBS across all school settings (i.e., school-wide) through a continuum of tiered instruction and environmental support strategies has demonstrated improved social competence among all students, including those at risk and with disabilities.

Adiksi Internet pada Remaja

2019 ◽  
Vol 7 (1) ◽  
pp. 72-78
Author(s):  
Ismalia Prambayu ◽  
Mulia Sari Dewi
Keyword(s):  
Regression Analysis ◽  
Social Skills ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Parenting Style ◽  
Internet Addiction ◽  
Psychological Factors ◽  
Social Skill ◽  
Analysis Method ◽  
Loneliness Scale

AbstractInternet addiction has become a worrying phenomenon for Indonesian teenagers. This research was conducted to determine whether the psychological factors will influence internet addiction in adolescents. This research uses quantitative with multiple regression analysis method. The winning sample is 200 adolescents. The instrument collects data using a scale internet addiction scale that compiled by Griffiths (2005) and developed by Lemmens (2009), Parenting Authority Questionnaire (PAQ) developed by Buri (1991), Social Skill Inventory (SSI) developed by Riggio (1986), and A Rasch-Type Loneliness Scale compiled by De Jong Gierveld (2006).  The results showed that there were significant differences in the parenting style, social skills, and loneliness on the tendency of internet addiction in adolescents.AbstrakAdiksi Internet menjadi salah satu fenomena yang mengkhawatirkan untuk remaja Indonesia. Penelitian ini dilakukan untuk mengetahui faktor psikologis apakah yang memberikan pengaruh terhadap kecenderungan adiksi internet pada remaja. Sampel pada penelitian ini berjumlah 200 remaja dengan menggunakan metode analisis kuantitatif. Penelitian ini menggunakan alat ukur sebagai berikut, alat ukur adiksi internet yang dikembangkan oleh Lemmens (2009), Parenting Authority Questionnaire (PAQ) yang dikembangkan oleh Buri (1991), Social Skill Inventory (SSI) yang dikembangkan oleh Riggio (1986), dan A Rasch-Type Loneliness Scale yang disusun oleh De Jong Gierveld (2006). Berdasarkan hasil pengujian ditemukan pengaruh signifikan gaya pengasuhan, keterampilan sosial, dan kesepian terhadap kecenderungan adiksi internet pada remaja.

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

2021 ◽  
pp. 104687812110312
Author(s):  
Lucy R. Zheng ◽  
Catherine M. Oberle ◽  
W. A. Hawkes-Robinson ◽  
Stéphane Daniau
Keyword(s):  
United States ◽  
Systematic Review ◽  
Social Skills ◽  
Young People ◽  
Social Skill ◽  
Serious Games ◽  
Skill Development ◽  
The United States ◽  
Serious Game ◽  
Social Skill Development

Background The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

The Impact of Technology on Assessing Social Skills

1992 ◽  
Vol 11 (4) ◽  
pp. 189-195 ◽  
Author(s):  
Keith Storey
Keyword(s):  
Social Skills ◽  
Computer Technology ◽  
Community Involvement ◽  
Social Skill ◽  
Persons With Disabilities ◽  
The Social ◽  
Impact Of Technology ◽  
The Impact

The social skill of persons with disabilities has been found to influence employment, schooling, friendships, community involvement, and overall quality of life. However, the ability of researchers and practitioners to assess social skills has been limited by reliance upon paper and pencil recording procedures. The development of computer technology offers refinement and expansion of the ability to adequately assess social skills. In this paper, the impact of technology on assessing social skills in persons with disabilities is addressed in terms of describing the technology, implications of the technology, and the role of micro versus macro analysis.

Social Skills and Birth Order

1989 ◽  
Vol 64 (1) ◽  
pp. 211-217
Author(s):  
Ronald E. Riggio ◽  
Yass Sotoodeh
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Birth Order ◽  
Undergraduate Students ◽  
Social Skill ◽  
Family Income ◽  
Self Report ◽  
Order Effects ◽  
The Social ◽  
Report Measure

This study examined differences in bask dimensions of social skill among birth orders. 205 undergraduate students completed a questionnaire that asked about family sibling structure and family income along with a standardized, self-report measure of social skills/social competence, the Social Skills Inventory. Analyses indicated no significant birth-order effects on any of the social skills dimensions, even when controlling for factors of age spacing, subjects' sex, family income, and family size.

scholarly journals Application of Learning Mobility Orientation on Social Skill of Blind Children

2020 ◽  
Vol 9 (1) ◽  
pp. 196
Author(s):  
Dede Idawati ◽  
Siti Masitoh ◽  
Bachtiar S. Bachri
Keyword(s):  
Social Skills ◽  
Learning Strategies ◽  
Social Skill ◽  
Single Subject ◽  
Social Skill Development ◽  
Daily Lives ◽  
School Activities ◽  
Single Subject Research ◽  
The Social ◽  
Blind Children

Visually impaired children within aged of 7–8 years old often face problems dealing with the adaptation in the environment. They have very low social skill and turn into dependence on their parents. Further, they need developing their self-confidence towards social skills. Mobility orientation, learning was one of the learning strategies that aimed to improve their social behavior in the environment. The purpose of this study was to develop the social skills of blind children in interacting with the environment and peers. This study involved a single subject research method (SSR) with A-B-A design. The subject of the study consisted of 3 blind children within 7–8 years old. The results showed that there was a significant improving in their social skills and independence during their daily lives. The female children tended to have some difficulties during the school activities compare with the male children. The family’s involvement is important to be used for helping them during the learning adaptation process with the environment. In short, the social skill development really matters for the blind children as they can imagine what kind of places where they are.

How Important is the Assessment of Social Skills in Current Long-Stay In-patients?

1993 ◽  
Vol 162 (4) ◽  
pp. 498-502 ◽  
Author(s):  
I. G. Pryce ◽  
R. D. Griffiths ◽  
R. M. Gentry ◽  
I. C. T. Hughes ◽  
L. R. Montague ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Skill ◽  
Unmet Needs ◽  
Skills Assessment ◽  
Social Skills Assessment ◽  
Needs For Care ◽  
The Social ◽  
Care Assessment

Service response to problems in 20 clinical and social competence areas was assessed in 156 long-stay in-patients, using the Needs for Care Assessment (NFC). Although there were few unmet needs for treatment, over 200 instances of unmet needs for the assessment of social skills were found, and reasons for this are discussed, as is the importance of social-skills assessment in this group. In around a third of the sample most of the social-skill areas in the NFC were not applicable.

scholarly journals The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership

2020 ◽  
Vol 44 (1) ◽  
pp. 46-59 ◽  
Author(s):  
Debra Costley ◽  
Susanna Baldwin ◽  
Trevor Clark ◽  
Patricia Howlin ◽  
John R. Taffe ◽  
...  
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Child Outcomes ◽  
Skills Training ◽  
Autism Spectrum ◽  
Parental Engagement ◽  
Social And Emotional ◽  
And Performance ◽  
Secret Agent

AbstractPrevious research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to ‘problem-solve’ complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly ‘home mission’ assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents’ engagement with these elements of the intervention was linked to the quality of their children’s participation and performance. Sixty-eight 8–14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children’s competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children’s social and emotional skill gains over the course of the program.

Social Skills of Children With Specific Language Impairment

1996 ◽  
Vol 27 (3) ◽  
pp. 195-202 ◽  
Author(s):  
Martin Fujiki ◽  
Bonnie Brinton ◽  
Cindy M. Todd
Keyword(s):  
Social Skills ◽  
Peer Relationships ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Social Skill ◽  
General Measure ◽  
Specific Language ◽  
Social Skills Rating System ◽  
The Social

The social skills of 19 elementary school children with specific language impairment (SLI) and 19 chronological age-matched peers were examined. Children in both groups were selected from those children between the ages of 8 and 12 years. Each child with SLI was individually matched to a classmate of the same age. First, the Social Skills Rating System-Teacher Form (Gresham & Elliott, 1990) was administered to provide a general measure of social skill. Following this measure, the quantity of peer relationships was assessed in both groups using an informal picture task. This measure provided an indication of the peers with whom each child interacted while taking part in a variety of activities. The quality of peer relationships was then assessed using the Williams and Asher Loneliness Questionnaire (Williams & Asher, 1992). It was found that children with SLI differed from their peers on all three measures. These results suggested that the children with SLI had poorer social skills and fewer peer relationships, and were less satisfied with the peer relationships in which they participated when compared with their age-matched classmates.

Sign in / Sign up

Export Citation Format

Share Document