scholarly journals Role-Play Assessment of Social Skills in Conduct Disordered and Substance Abusing Adolescents: An Empirical Review

1999 ◽  
Vol 8 (2) ◽  
pp. 1-28 ◽  
Author(s):  
Brad Donohue ◽  
Vincent B. Van Hasselt ◽  
Michel Hersen ◽  
Sean Perrin
Keyword(s):  
Social Skills ◽  
Role Play ◽  
Substance Abusing ◽  
Play Assessment ◽  
Conduct Disordered

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.

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.

Role-Play Assessment of Assertive Behavior

2021 ◽  
Author(s):  
Madeline S. Blocker ◽  
George H. Noell ◽  
Kelly N. Clark
Keyword(s):  
Role Play ◽  
Play Assessment ◽  
Assertive Behavior

scholarly journals Students’ willingness to participate in speaking activities through the use of scripted role-plays

2019 ◽  
Vol 28 (2-2019) ◽  
pp. 71-89
Author(s):  
Jonathan Antonio Lara Castro ◽  
Claudio Díaz Larenas
Keyword(s):  
Social Skills ◽  
Action Research ◽  
Foreign Language ◽  
Role Play ◽  
Social Risk ◽  
Willingness To Participate ◽  
Seventh Grade ◽  
English Class ◽  
Language Class ◽  
Before And After

The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to participate in speaking activities in English class before and after the implementation of a drama based pedagogy strategy known as scripted role-play. The students showed great commitment to scripted role-play as a way to learn English. Participants had the chance to work collaboratively with their peers in a safe and engaging environment, improving their social skills as they performed different roles. The study concludes that students are willing to participate in speaking activities after the use of scripted role-plays. This result is also coherent with the students’ perceptions of the intervention.

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.

Satisfaction of Conduct-Disordered and Substance-Abusing Youth with Their Parents

2001 ◽  
Vol 25 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Leah A. De Cato ◽  
Brad Donohue ◽  
Nathan H. Azrin ◽  
Gordon A. Teichner
Keyword(s):  
Substance Abusing ◽  
Conduct Disordered

Factors affecting the social validity of a role-play test of children's social skills

1984 ◽  
Vol 6 (3) ◽  
pp. 231-245 ◽  
Author(s):  
Verdi R. Lethermon ◽  
Donald A. Williamson ◽  
Sarah C. Moody ◽  
Stanford W. Granberry ◽  
Kathleen L. Lemanek ◽  
...  
Keyword(s):  
Social Skills ◽  
Role Play ◽  
Social Validity ◽  
Factors Affecting ◽  
The Social ◽  
Children's Social Skills

Validation of a role-play measure of children's social skills

1989 ◽  
Vol 17 (6) ◽  
pp. 633-646 ◽  
Author(s):  
Jan N. Hughes ◽  
Gwyneth Boodoo ◽  
Joyce Alcala ◽  
Mary -Claire Maggio ◽  
Lisa Moore ◽  
...  
Keyword(s):  
Social Skills ◽  
Role Play ◽  
Children's Social Skills

scholarly journals Model Blended learning ANTASARI untuk Mengembangkan Keterampilan Berpikir Kritis dan Memecahkan Masalah

2021 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Ahmad Suriansyah ◽  
Akhmad Riandy Agusta ◽  
Ananda Setiawan
Keyword(s):  
Social Skills ◽  
Research And Development ◽  
Blended Learning ◽  
Role Play

Penelitian ini akan mendeskripsikan (1) karakteristik dan penerapan model blended learning ANTASARI; (2) Kesesuaian penerapan model blended learning ANTASARI; (3) efektifitas penerapan model blended learning ANTASARI dalam meningkatkan keterampilan berpikir kritis dan memechkan masalah. Metode penelitian ini menggunakan Research and Development (R&D) dengan model 4D . Sampel penelitian adalah siswa SD di Kandangan sebanyak 45 orang. Pengumpulan data menggunakan observasi, dokumentasi, wawancara, tes, dan angket. Observasi digunakan untuk mengetahui keefektifan penerapan model blended learning, peningkatan berpikir kritis, dan memecahan masalah Hasil penelitian menunjukkan bahwa (1) karakteristik dan penerapan model blended learning ANTASARI terdiri dari Auditory, Negotiation, Team, Analysis, Somatic, Administer Information, Role Play dan Interaction on Games; (2) model blended learning ANTASARI layak digunakan sesuai hasil validasi 3 ahli dengan persentase validasi langkah pembelajaran 91%, peningkatan keterampilan 84,56% dan bahan ajar 86%. (3) model blended learning ANTASARI efektif dalam pembelajaran berdasarkan hasil evaluasi dengan menggunakan instrumen soft dan social skills. Peningkatan setelah penerapan model blended learning, siswa yang mendapatkan kriteria tinggi pada kesadaran ekologis dari 6,7% meningkat menjadi 75,6%, berpikir kritis dari 8,8% meningkat menjadi 84,2% dan memecahan masalah dari 8, 2% meningkat menjadi 81,3%, Kesimpulannya adalah model blended learning ANTASARI dapat meningkatkan keterampilan berpikir kritis dan memecahkan masalah.

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