Abstract
Abstract There is a lack of free-of-charge validated instruments whereby parents and teachers may be respondents to assess child social skills. Social skills are known to prevent behavioral problems among preschool and school-aged children. This study fills in this gap, the objective of which is to assess the internal consistency and construct and discriminant validity of the Questionários de Respostas Socialmente Habilidosas [Socially Skillful Responses Questionnaire] - teachers’ version - SSRQ-Teachers and parents’ version - SSRQ-Parents. A total of 134 primary school and preschool teachers and 183 mothers/fathers/caregivers of 88 school-aged children and 95 preschoolers of both sexes participated in the study. In addition to the SSRQ teachers’ and parents’ versions, the participants completed an additional instrument: the teachers completed the Teacher Report Form - TRF and the parents completed the Child Behavior Checklist (CBCL). The results obtained in the exploratory factor analysis and ROC curve analysis, along with alpha values, indicate good psychometric properties. Thus, the SSRQ-Teachers and SSRQ-Parents presented in this paper are appropriate for assessing both preschool and school-aged children.
Highlights
Child behavior is recognized as an indicator of child development and studies addressing the behavior of children living in vulnerable conditions are important
The questionnaires assess the social skills of children aged from 1 to 10 years old and the behaviors assessed are in agreement with the literature addressing social skills (Blandon, Calkins, Susan & Keane, 2010; Bolsoni-Silva & Loureiro, 2016; Bolsoni-Silva et al, 2016a; Del Prette et al, 2016; Pereira et al, 2008) concerning communication, affection, and coping, which indicate the relationship established with adults and peers in the familial and school environments
Psychometric studies expand on prior studies addressing these instruments (Bolsoni-Silva et al, 2009; Bolsoni-Silva et al, 2011) in terms of broadening the ages of the children assessed, from really young to up 10 years old, already attending primary school
Summary
Child behavior is recognized as an indicator of child development and studies addressing the behavior of children living in vulnerable conditions are important. Behavioral problems can be classified as Disponível em www.scielo.br internalizing or externalizing (Achenbach & Rescorla, 2001). Externalizing problems (e.g., aggressiveness, disobedience, opposition) are the problems most frequently mentioned by parents and teachers as being troublesome (Wielewicki, 2011). Internalizing behaviors, which are less frequently studied
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