Social and Antisocial Behavior of Children with Learning and Behavioral Disorders: Construct Validity of the Home and Community Social Behavior Scales

Abstract

Construct validity of the Home and Community Social Behavior Scales, a home version of the School Social Behavior Scales, was examined by investigating its sensitivity to theoretically based group differences. This instrument was designed to provide information regarding parents' (and other home-based raters') perceptions of child and adolescent social behavior in home and community settings. Social behavior of 180 children, ages 6 to 12, was rated by a parent. Sixty of these children had emotional-behavioral disorders, 60 had learning disabilities, and 60 were general education students without any disabilities. Significant differences were found in the ratings of the three groups. Children with emotional-behavioral disorders were rated lowest on social competence and highest on antisocial behavior; general education students were rated highest on social competence and lowest on antisocial behavior; and children with learning disabilities were rated in between these two groups in both areas. The results of this investigation are discussed in terms of future research and clinical applications for social behavior assessment of children and youth.