Abstract
The relationship between direct and indirect measurements of social skills and social problem behaviors for preschool children at risk for attention deficit hyperactivity disorder (ADHD) was examined. Participants included 137 preschool children, aged 3 to 5 years, at risk for ADHD, who were participating in a larger study examining the effects of early intervention for young children. Teachers rated the social skills and social problems of the participants. Direct observation data of participants were also collected at preschool during free play. Results support previous research on social skills assessment and suggest that indirect and direct measures may not be measuring the same aspect of social skills. Thus, a variety of evaluation tools are necessary to comprehensively assess the social skills of preschool children with social challenges.
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