Measuring the Social Competence of Preschool Children With Specific Language Impairment

Abstract

The correspondence between direct observation and informant ratings of preschool children with specific language impairment (SLI) was investigated. Preschoolers with and without SLI were observed during free play using the Social Interactive Coding System (SICS; Rice, Sell, & Hadley, 1990). In addition, teachers and parents completed the Social Competence Behavior Evaluation Scale (La Freniere & Dumas, 1995), Teacher—Child Rating Scale (Perkins & Hightower, 2002), and Parent—Child Rating Scale (Primary Mental Health Project, 1999) . SICS observations were compared with the results of each rating scale. Results indicated low to moderate correlations between the SICS and teacher ratings and between the SICS and the parent ratings. Differences between children with and without SLI were observed, including differences in communication style and preferred audience (adults versus peers), responsiveness to social initiations, and play style. Problems of task orientation, peer social skills, assertiveness, isolation, and behavioral control were also noted. A multi-method, multisource assessment was recommended.