Social Skills Intervention Planning for Preschoolers: Using the SSiS-Rating Scales to Identify Target Behaviors Valued by Parents and Teachers

Autor/inn/en	Frey, Jennifer R.; Elliott, Stephen N.; Kaiser, Ann P.
Titel	Social Skills Intervention Planning for Preschoolers: Using the SSiS-Rating Scales to Identify Target Behaviors Valued by Parents and Teachers
Quelle	In: Assessment for Effective Intervention, 39 (2014) 3, S.182-192 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508413488415
Schlagwörter	Interpersonal Competence; Cooperation; Communication Skills; Empathy; Preschool Children; Self Control; Learner Engagement; Skill Development; Parent Participation; Parent Attitudes; Teacher Attitudes; Social Behavior; Rating Scales; Multivariate Analysis; Responsibility; Item Analysis; Child Care Centers; Guidelines; Participant Characteristics + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Co-operation; Kooperation; Kommunikationsstil; Empathie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Kompetenzentwicklung; Qualifikationsentwicklung; Elternmitwirkung; Elternverhalten; Lehrerverhalten; Social behaviour; Soziales Verhalten; Rating-Skala; Multivariate Analyse; Verantwortungsübernahme; Zuständigkeit; Itemanalyse; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Richtlinien
Abstract	Teachers' and parents' importance ratings of social behaviors for 95 preschoolers were examined using the "Social Skills Improvement System-Rating Scales" (Gresham & Elliott, 2008). Multivariate analyses were used to examine parents' and teachers' importance ratings at the item and subscale levels. Overall, parents assigned significantly higher importance ratings than teachers assigned on each of the seven assessed social skills domains: communication, cooperation, assertion, responsibility, empathy, engagement, and self-control. Parents and teachers rated responsibility and cooperation as the most critical skill domains for preschoolers. At the item level, parents and teachers agreed on 4 of their top 10 critical items. The potential value of including parent and teacher importance ratings in planning interventions across home and school is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10