Student Leaders and Social Performance as Measured by the Social Performance Survey Schedule

1989 ◽  
Vol 65 (3) ◽  
pp. 961-962
Author(s):  
Frances A. Karnes ◽  
Victor D'Ilio
Keyword(s):  
Social Skills ◽  
Social Performance ◽  
Social Behaviors ◽  
Student Leaders ◽  
Diverse Populations ◽  
Negative Behaviors ◽  
The Social

There is a paucity of research on the social skills of student leaders, although studies have been conducted on other groups of students and adults. In this study, the Social Performance Survey Schedule was administered to 114 student leaders in Grades 6 to 11. Consistent with previous research applying the survey on diverse populations, girls engaged in more positive social behaviors, fewer negative behaviors, and had higher over-all performance than boys. Suggestions for those who may have contact with such students were made.

Social Performance of Gifted Students as Measured by the Social Performance Survey Schedule

1987 ◽  
Vol 60 (2) ◽  
pp. 396-398 ◽  
Author(s):  
Victor R. D'Ilio ◽  
Frances A. Karnes
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Social Performance ◽  
Gifted Students ◽  
Social Behaviors ◽  
Gifted Children ◽  
Special Program ◽  
Educational Settings ◽  
Negative Behaviors ◽  
The Social

Few studies have investigated the relative contributions of both positive and negative behaviors in the social performance of intellectually gifted students. In the present study, the Social Performance Survey Schedule was administered to 80 gifted subjects in a special program. To determine whether the observed differences between boys and girls were significant, analysis of variance with repeated measures was performed on the Schedule Total, Part A, and Part B means. Consistent with previous research on the schedule, girls engaged in a greater number of positive social behaviors, engaged in fewer negative behaviors, and generally had higher over-all performance than boys. Suggestions were made concerning the implications of the findings for those who may have contact with gifted children in clinical or educational settings.

Student Leaders' and Their Parents' Perceptions of Social Skills

1992 ◽  
Vol 74 (3) ◽  
pp. 863-866 ◽  
Author(s):  
Victor R. D'Ilio ◽  
Frances A. Karnes
Keyword(s):  
Social Skills ◽  
Social Behavior ◽  
Social Performance ◽  
Student Leaders ◽  
The Social

Comparison of student leaders' (55 boys and 59 girls) perceptions of their social skills to their parents' (71 fathers and 90 mothers) perceptions of the students' behaviors, using the Social Performance Survey Schedule, showed significant differences. Student leaders perceived themselves as exhibiting more positive social behavior than did their parents. Mothers perceived their children as more socially skillful than their fathers did.

scholarly journals Deaf Children and Adolescents: Social Skills Discriminant Profile

2020 ◽  
Vol 36 ◽  
Author(s):  
Rafaela Fava de Quevedo ◽  
Ilana Andretta
Keyword(s):  
Social Skills ◽  
Children And Adolescents ◽  
Social Behaviors ◽  
Deaf Children ◽  
Future Research ◽  
Deaf People ◽  
Cross Sectional ◽  
School Settings ◽  
The Social

Abstract The objectives of the study were to compare social skills among deaf children and adolescents and to outline the discriminant profile in relation to skilled social behaviors. The research had a quantitative, cross-sectional and comparative design. Seventy-one deaf people aged 7 to 16 years old participated in the study, assessed by a sociodemographic questionnaire and by the Social Skills Test for Children and Adolescents in School Situation. Results revealed that deaf adolescents have more elaborate social skills when compared to deaf children. Children have a profile related to the Conversation and Social Resourcefulness and Assertiveness while adolescents were included in the Civility and Altruism profile. These results were discussed based on the development and specificities of deafness. Future research may assess these skills beyond the school settings.

scholarly journals Social Skills in Children and Adolescents: Differences Between Deaf and Hearing

2020 ◽  
Vol 30 ◽  
Author(s):  
Rafaela Fava de Quevedo ◽  
Ilana Andretta
Keyword(s):  
Social Skills ◽  
Comparative Study ◽  
Children And Adolescents ◽  
Social Performance ◽  
Developmental Differences ◽  
Deaf Children ◽  
Cross Sectional ◽  
The Social ◽  
Hearing Children

Abstract Deafness results in difficulties in identifying elements of social performance in other people. This study evaluated the social skills of deaf and hearing children and adolescents to draw a profile on the categories of social skills. This is a quantitative, cross-sectional, comparative study. The participants were 122 deaf and hearing children and adolescents, each group containing 61 individuals aged between 7 and 16 years. The instruments used were a sociodemographic questionnaire and the Teste de Habilidades Sociais para Crianças e Adolescentes em Situação Escolar (THAS-C). The results showed deficits in the social skills of deaf children and adolescents compared to hearing. The social skills profiles generally favored the hearing groups, with the exception of the item Conversation and Social Resourcefulness, which favored deaf children. Communicational and developmental differences were considered during the discussion. We stress the need for research with deaf individuals to propose interventions adapted to this population.

The Generalization and Maintenance of the Peer Social Behaviors of Young Children Who Are Deaf or Hard of Hearing

1997 ◽  
Vol 28 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Shirin D. Antia ◽  
Kathryn H. Kreimeyer
Keyword(s):  
Social Skills ◽  
Young Children ◽  
Small Groups ◽  
Hard Of Hearing ◽  
Social Behaviors ◽  
Free Play ◽  
Social Skills Intervention ◽  
The Social ◽  
Parallel Play ◽  
Peer Responses

The purpose of this study was to examine the effects of a social skills and comparison intervention on peer social behaviours of 43 young children who were deaf and hard of hearing (D/HH). Both interventions were conducted in small groups consisting of children who were D/HH and hearing. Data were obtained on 15 social behaviors in four categories: peer interaction, play, child initiations/peer responses, and peer initiations/child responses. Social behaviors were recorded during free play (a) before the intervention, (b) immediately after the intervention ceased, and (c) 4 weeks after the intervention ceased. Children receiving the social skills intervention decreased their frequency of solitary and parallel play. These changes were maintained of year later in an outdoor play setting.

Pedagogical principals of teaching the social skills to little school aged autistic children

2020 ◽  
Vol 59 (10) ◽  
pp. 22-25
Author(s):  
Kamala Ibrahim Aliyeva ◽  
Keyword(s):  
Social Skills ◽  
Social Performance ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Theories ◽  
School Age ◽  
Autistic Children ◽  
Academic Knowledge ◽  
The Social ◽  
Education Process

The article called "Pedagogical principals of teaching the social skills to little school aged autistic children" deals with the ways of teaching social skills to the children with Autism Spectrum Disorder. In the begining of 20 th century teaching the social skills to the children who fell behind their peers in terms of psychological development began to improve. Following this, some approaches appeared and played a significant role in the development of children in this regard. In education process, besides prossesing academic knowledge, teaching social skills is important for these children to be able to live independitly (without dependence on anyone) in the society and behave in the frame of social norms. The explanation of learning social skills is noted, based on different theoretical aspects in the article and this facilitates teaching process of social skills. Key words: social skills, social learning, direct learning, learning theories, autism, little school age period, social performance

Assessing Social Skills in People With Very Severe Traumatic Brain Injury: Validity of the Social Performance Survey Schedule (SPSS)

2008 ◽  
Vol 9 (3) ◽  
pp. 274-281 ◽  
Author(s):  
Esther Long ◽  
Skye McDonald ◽  
Robyn Tate ◽  
Leanne Togher ◽  
Cristina Bornhofen
Keyword(s):  
Traumatic Brain Injury ◽  
Social Skills ◽  
Brain Injury ◽  
Severe Traumatic Brain Injury ◽  
Brain Injuries ◽  
Social Performance ◽  
Traumatic Brain Injuries ◽  
Prosocial Behaviour ◽  
Normative Sample ◽  
The Social

AbstractThe current study was designed to determine whether the Social Performance Survey Schedule (SPSS; Lowe & Cautela, 1978) is a useful measure of social skills in people with traumatic brain injuries (TBI). Forty-nine adults with TBI were compared on the SPSS to 190 adults without injuries. The validity of the SPSS was also investigated in relation to another measure of social performance, the first scale of the Katz Adjustment Scale (KAS-R1; Katz & Lyerly, 1963) and a broad measure of social function (the SPRS; Tate, Hodgkinson, Veerabangsa, & Maggiotto, 1999). Individuals with TBI had significantly lower scores on the positive scale of the SPSS than nonbrain-injured individuals. They did not have lower scores on the SPSS negative scale relative to the normative sample. Significant correlations with the KAS-R1 and SPRS provided evidence for the construct and criterion validity of SPSS within this population. In conclusion, this study suggests that where an appropriate normative sample is used, the positive subscale of the SPSS is a sound measure for detecting the extent and nature of deficits in prosocial behaviour seen in TBI, but raises the question as to how we define negative behaviours in the 21st century on scales such as the SPSS.

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

2002 ◽  
Vol 27 (4) ◽  
pp. 371-385 ◽  
Author(s):  
Ya-Yu Lo ◽  
Scott A. Loe ◽  
Gwendolyn Cartledge
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Small Group ◽  
Behavioral Disorders ◽  
Social Behaviors ◽  
Antisocial Behaviors ◽  
Students At Risk ◽  
Social Skills Instruction ◽  
The Social ◽  
Emotional Or Behavioral Disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

Social Interaction Research for People with Autism as a Set of Past, Current, and Emerging Propositions

1995 ◽  
Vol 21 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Craig H. Kennedy ◽  
Smita Shukla
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Competence ◽  
Social Relationships ◽  
Social Participation ◽  
Social Behaviors ◽  
Behavioral Characteristic ◽  
The Past ◽  
The Social ◽  
Interaction Research

Social relationships are as important to people with autism as they are to any other member of society. However, a primary behavioral characteristic used to define the syndrome of autism is a paucity of social interaction. Such an observation about disordered behavior is really a proposition about a situation in need of remedy. A proposition is simply a statement about a problem to be solved, and the social interaction literature can be viewed as a concatenation of propositions. One of the first propositions tendered regarding autism was how to increase precursors to social interaction. The solution to that problem was to task analyze precursor behaviors and systematically structure their occurrence. Because of the success of these efforts, other previously untenable aspects of social interaction were targeted for analysis. As more and more social behaviors were proposed for analysis and studied, the notion of social skills emerged as a guiding theme. The concept of social skills itself occasioned an expansion of researchers’ propositions regarding what was relevant to social interaction. The answers to those questions have made the study of social interaction far more complex than was conceived originally. Emerging propositions in researchers’ work include questions about the nature of social competence, the development of friendships and other social relationships, and the ways in which various aggregates of behavior can assist us in understanding those broader goals. These more recent propositions are historical in context, but prescriptive in our pursuit of enriching the social participation of people with autism. If the past is any predictor of the future, social interaction research for people with autism is entering a period of fertile analysis and application.

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