Changes in the Social Skills and Behavior Problems of Homeless and Housed Children During the Preschool Year

2000 ◽  
Vol 11 (3) ◽  
pp. 321-338 ◽  
Author(s):  
Sally A. Koblinsky ◽  
Amy L. Gordon ◽  
Elaine A. Anderson
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
The Social ◽  
And Behavior

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

Links between children's attachment behavior at early school-age, their attachment-related representations, and behavior problems in middle childhood

2009 ◽  
Vol 33 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Ellen Moss ◽  
Jean-François Bureau ◽  
Marie-Julie Béliveau ◽  
Magdalena Zdebik ◽  
Suzanne Lépine
Keyword(s):  
Behavior Problems ◽  
Middle Childhood ◽  
Attachment Behavior ◽  
School Age ◽  
Narrative Story ◽  
Early School ◽  
The Social ◽  
Early School Age ◽  
Narrative Performance ◽  
And Behavior

The objective of the present study was to examine associations between children's attachment behavior at early school-age, dimensions of narrative performance, and behavior problems as assessed in middle childhood. Children's attachment patterns with mother were assessed at age 6 ( N = 127) using the Main and Cassidy (1988) separation—reunion classification system. Two years later, these children ( N = 109) completed the Narrative Story Stem Battery (Bretherton, Oppenheim, Buchsbaum, Emde, & The MacArthur Narrative Group, 1990), and teachers rated their level of behavior problems using the Social Behavior Questionnaire (Tremblay, Vitaro, Gagnon, Piché, & Royer, 1992). Results indicated that secure children depicted fewer conflict themes in their narratives than did disorganized/controlling children, produced more discipline themes than avoidant children, and had higher coherence scores than ambivalent children. Avoidant children also depicted fewer conflict themes than disorganized/controlling children. Finally, children's narrative conflict themes significantly predicted both level of externalizing and total behavior problems, even after controlling for variance explained by gender and disorganized/controlling attachment behavior. Girls' narratives were more likely to evoke discipline and affection/affiliation themes, and to be more coherent than boys' narratives.

scholarly journals The relations between teacher-child closeness and conflict in preschool and children’s outcomes in kindergarten

2021 ◽  
Author(s):  
Tanya Maria Paes ◽  
Robert Duncan ◽  
David J. Purpura ◽  
Sara Schmitt
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Parent Education ◽  
Parental Education ◽  
Protective Factor ◽  
Future Research ◽  
Children's Behavior ◽  
Child Relationship ◽  
And Behavior ◽  
Children’S Behavior Problems

This is a preprint of a study that examined the relations between closeness and conflict in the teacher-child relationship in preschool and children’s behavior problems, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education. The study also explored associations between teacher-child closeness and conflict and the subscales of children’s behavior problems and social skills. The sample consisted of 126 preschool children (M = 56.70 months, SD = 3.89). Regression analyses revealed that teacher-child conflict was related to poorer social skills in children, specifically lower assertion, lower engagement, and lower cooperation. Additionally, as conflict in the teacher-child relationship increased, EF decreased for children whose parents have a lower level of education. There was also a marginally significant moderator of the relation between teacher-child closeness and behavior problems where high parent education served as a protective factor for low levels of teacher-child closeness. Implications for future research are discussed.

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