School Social Behavior Research Articles

An Exploration of a General Social Outcome Measure

The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children’s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule–Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments.

Evaluation of School Social Behaviors of Students with Special Needs From the Perspectives of Physical Education and Branch Teachers

This study aimed to evaluate the school social behavior of students with special needs from the perspective of physical education and branch teachers. The school social behavior scale was used in this study. The study was carried out by scanning method. The school social behaviors of 218 students in secondary school were evaluated by both their physical education and branch teachers according to their course performances. When the findings obtained in the research were evaluated, no significant difference was detected in the total and sub-dimensions of students' social competence in physical education and branch courses (p>0.05). Students' antisocial behavior, hostile- irritable scores and antisocial-aggressive scores in the physical education course were found to be significantly lower than in other branch courses (p<0.05). No difference was detected in the demanding-disruptive (p>0.05). According to the gender variable, a significant difference was found in favor of female students in the total and sub-dimensions of social competence in both physical education and branch courses (p <0.05). While there was a significant difference in the total and sub-dimensions of social competence of the students participating in school activities in physical education and other branch courses (p <0.05), there was no significant difference in the total and sub-dimensions of antisocial behavior (p>0.05). As a result, it was determined that the school social behaviors of students with special needs were similar in physical education and branch classes. It has been determined that students who participate in school activities have more positive school social behaviors.

School Management and Education Development for Chinese Migrant Children: The Mediating Role of Assistance and Affective Support

The educational development level of migrant children is affected by many factors, and it is practical to study it. Based on the current situation of migrant children study in China, this study explored the multiple mediating effects of educational support and moderating effect of the age on the level of educational development by policy environment. The study sample was composed of 541 Chinese migrant adolescents aged 9 to 17. They completed educational development questionnaire, educational support questionnaire and policy environment questionnaire. Mediating and moderating effects analysis were used to examine the role of educational support between policy environment and educational development. The results show that the educational development level of Chinese migrant children was relatively high. However, there were significant differences among different schools and ages. It was found that school management played most important role in the educational development of migrant children. Also, it was found that assistance support played a partial mediating role between school management and academic condition, and affective support played a partial mediating role between school management and social behavior, and age played a moderating role between school management and social behavior. School management for Chinese migrant children should be further strengthened. Assistance support and affective support for Chinese migrant children should be further improved. In addition, the management of migrant children aged from 14 to 17 should be the focus of attention. In this study, some suggestions are put forward to improve these influence factors of education development for Chinese migrant children.

Non cognitive skills and childcare attendance

In this paper, we analyze the impact of formal childcare attendance at ages 0–2 on children’s attitudes toward schooling and on social behavior at the end of the subjects’ first year of primary school and at the end of high school. We compare children who attended formal childcare with children who were looked after at home, but who otherwise shared similar characteristics, both in terms of family characteristics and in terms of the probability of having access to formal childcare in Italy, where the service is rationed. We find that having attended formal childcare significantly improves school readiness and social behavior in elementary school but that this impact disappears in high school. The effects are larger for boys and for children of mothers with lower educational attainment and of fathers in low-level occupations.

Examination of gifted students’ Internet / game addiction and school social behaviors

Internet and games can have some adverse effects if used unconsciously. Especially for gifted students, internet and games can be risky and result in addiction due to their cognitive and social characteristics. Since the game and internet addiction conduce to social problems as well. In this vein, the purpose of the study is to examine the internet and game addiction levels of gifted students and their school social behaviors in terms of certain socio-demographic variables. In addition, the relationship between computer addiction scale scores and school social behavior scale scores are also examined within the scope of the study. Descriptive correlational survey method is used in the study. The sample is comprised of 157 gifted students and 16 teachers of them. Convenient sampling was used in the study. In conclusion, internet and game addiction scores of the gifted boys in the study were higher than those of girls. On the other hand, in terms of school social behaviors, the findings showed that gifted girls achieved higher scores than boys. Additionally, it is also observed that gifted children aged 10 and over got higher scores from internet and game addiction while the School social behavior did not show a significant difference according to the age variable. As the internet and game addiction scores of the gifted children increased, their school social competence, weakened. On the other hand, it was seen that the increase in the gifted children’s internet / game addiction led to an increase in their antisocial behaviors.

An Effective Method in Improving Social Skills: Literature Circles

<p>This study was carried out to determine the effect of literature circles on the social skills of fourth-grade elementary school students. To this end, the study was designed as a quasi-experimental study and carried out on 74 students in a public elementary school in the Pamukkale district of Denizli, Turkey. The literature circles method was administered to an experimental group for 18 weeks. In the control group, activities continued in line with the current Turkish Course Curriculum. “School Social Behavior Scales” were used as a data collection instrument. A comparison of the scores on the scales revealed that there was a significant difference between the experimental and control groups in favor of the experimental group. The results imply that the literature circles method had a positive influence on the development of the students’ social skills.</p>

The Divergent Roles of Social Media in Adolescents’ Academic Performance

ABSTRACTThe divergent roles of social media in adolescents’ academic performance have not been confirmed, as previous studies failed to address social media use in different contexts. This study thus aims to explore the relationship between outside and inside social media behavior and academic performance in Chinese adolescents. Altogether, 560 Hong Kong adolescents (47.0% girls) were recruited and surveyed with Outside School Social Media Behavior (OSSMB) and Inside School Social Media Behavior (ISSMB). Their impulsivity and academic performances were also evaluated. Linear regression analysis and structural equation modeling (SEM) results jointly indicated that: (1) OSSMB negatively predicted the adolescents’ academic performance, whereas ISSMB positively predicted their performance; (2) the two subdimensions of ISSMB – the consuming and sharing behaviors – positively predicted academic performance; and (3) ISSMB and impulsivity played multiple mediation roles in the relationship between OSSMB and academic achievement. The results also suggested that the relationship between outside school social media behavior and academic performance may be undermined by the opposing mediation effects of inside school social media behavior and impulsivity.

The Implementation of Small-Side Games Practise Model on Improving Students Intrinsic Motivation and Social Behavior

The aim of this study was to determine the effect of small-side games on intrinsic motivation and social behavior in physical education learning. In education, especially in Indonesia, the use of quasi experiment is highly recommended since the condition of the object of the research that often does not allow random assignments. The population of the study were students of Subang 1 Public High School who participated in the Bolabasket Extracurricular. The samples of the study were 48 students chosen by using the Random Cluster Sample technique and devided into control group and experimental group. The instruments used were IMI (Intrinsic Motivation Inventory) and SSBS (School Social Behavior Scale). The results showed that the development of the Intrinsic Motivation on experimental group is higher than the control group. The experimental group was also higher in social behaviour than the control group. The conclusion is that this study reveals the importance of interesting learning process. An interesting learning process with more values in every activity has a positive impact on the students intrinsic motivation and social behavior.

EVALUATION OF THE SOCIAL BEHAVIOR OF ADOLESCENT STUDENTS AT SCHOOL

The ability of adolescents to participate in the learning process at school requires a proper social behavior and social abilities such as cooperating skills, empathy and suspension of quick temperedness and disruptiveness. The aim of this research is to evaluate the social behavior of male and female students at school and study the influence of gender on factors of social behavior. The sample of the research consisted of 181 male and female students aged 12-13. The questionnaire used was the School Social Behavior Scale (SSBS), followed by a credibility analysis. T-tests were carried out, which confirmed the statistically important difference between the factor “quick temperedness” and the factor “gender”. The results of the research show that both male and female students present a positive social behavior, with the male students being more quick-tempered.

Kvalitet socijalne kompetentnosti učenika sa lakom intelektualnom ometenošću u školskom okruženju

In recent decades, the phenomenon of social competence, especially in people with intellectual disability, has attracted the attention of numerous researchers. The slow development and limitations in socialization of these people are one of the basic characteristics of the state of intellectual disability. The aim of this research was to determine the differences between students with mild intellectual disability and students of typical development in relation to achievements that reflect the level of development of their social competence. The sample included 50 students with mild intellectual disability, as an experimental group, and 50 students of typical development, as a control group. The respondents were of both genders, aged between seven and twelve (M=9.80, SD=1.34). The School Social Behavior Scale, Second Edition, Merrell, 2002 was used in the research. The results showed that students of typical development achieved a statistically significantly higher overall score on the Social Competence Scale (p=0.000), as well as on Peer Relations, Self-Management, and Academic Behavior subscales (p=0.000). Most (66%) students with mild intellectual disability had an average level of social competence, while the majority (56%) of typically developing students were in the category of highly functional behavior. The statistical significance of gender and social competence was determined only in relation to the skills of Self-management (p=0,047), while it was also determined in relation to the total score on the Scale (p=0.045), as well as to the skills in the field of Academic behavior (p= 0.026) in the control group. Girls were better than boys in both groups. With regard to age, a statistically significant difference was detected only on the Peer Relations subscale (p=0.029). The older respondents in the experimental group were better at interpersonal relationships than the younger ones. There was no statistically significant difference in achievements between the respondents of the typical development of different age groups. The obtained results confirm the importance of this problem in the population of people with intellectual disabilities and impose the need for further study, as well as providing support from the earliest age and appropriate intervention programs.

Measuring Adolescents’ Social Media Behavior Outside and Inside of School: Development and Validation of Two Scales

This study develops two scales, namely, the outside school social media behavior (OSSMB) scale and inside school social media behavior (ISSMB) scale, to measure the types of behavior that adolescent students engage in on social media in two separate contexts: outside school and inside school. Data collected from 814 students in four Hong Kong secondary schools were divided into two equal data sets ( n = 407 for each) by random selection and then analyzed. Principle component analysis (PCA) and confirmatory factor analysis (CFA) were used to generate and test the structures of the two scales on the different data sets. The PCA results showed good factor loadings for all items (all above .60), and satisfactory total variance were explained by the both structures (69.06% for the OSSMB and 75.30% for the ISSMB). The CFA results showed acceptable model fits for both first- and second-order CFA for both scales. The internal consistency for all factors (and subdimensions) and the two scales were also acceptable. The 21-item OSSMB scale has four subdimensions: Consuming, Communicating, Creating, and Sharing. The 10-item ISSMB scale has three subdimensions: Consuming, Creating, and Sharing. In conclusion, this study provides new tools and conceptual frameworks for assessing students’ social media behavior in two contexts (i.e., outside and inside of school).

Effect of Physical Education and Play Applications on School Social Behaviors of Mild-Level Intellectually Disabled Children

The aim of this study was to examine the influences of physical education and play practices on the school social behavior of mild-level intellectually disabled children. The quantitative research methods used were based on the pre-test, post-test, post-test-retention control group model and the general screening model. A simple random sampling type was used when constructing the sample group. To determine school social behavior, the School Social Behavior Scale (SSBS) was used. Physical education and play lessons were applied for two hours per week for 24 weeks with the purpose of obtaining data from these scales when applied to participants. The study sample group included 20 mild-level intellectually disabled children (14 boys, 6 girls), aged seven to nine years, who were trained at the Special Education and Rehabilitation Center that serves the County of Kocaeli, in the district of Izmit, Turkey. According to the results of the SSBS, we found a statistically significant difference (p < 0.05) between the social competence of present persons’ interpersonal relations, self-control, and academic skills, and the aggressive-nervous persons in the sub-dimensions of negative social behaviors, in favor of the test group. However, no significant difference (p > 0.05) in the antisocial-aggressive and destructive-demanding sub-dimensions was observed. We found that 24-week physical education and playing practices applied to mild-level intellectually disabled children had effects on children’s school social behavior.

An Investigation of the Relationship between Social Behavior Characteristics and Self-Perceptions of Gifted Children in Primary School

The aim of the present study is to determine the relationship between selfperceptions and social behaviors of gifted primary school children. The target population of the study consists of 874 third and fourth grade students who are from a district on the European side of Istanbul. These students are labeled as gifted according to the Primary Mental Abilities Test (7-11). 368 students (211 girls and 157 boys) participated in the research conducted in 16 primary schools. The Piers-Harris Children's Self-Concept Scale was used in the study to determine the self-perception levels while the School Social Behavior Scales (SSBS) was used to assess the social behaviors of the gifted children. According to the findings of the study, it was found that the self-perceptions of gifted children predicted the social competence and antisocial behaviors (p <.01). It was seen that as the children’s self-perception levels increased, their social competence increased (r = .186) and antisocial behaviors decreased (r = .160).

Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy

Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy Mental health issues of parents of school children often negatively affects the children as well, including their school performance and social behavior in the school setting. Teachers are then required to take actions with regards to supporting children in their coping with and mastering of their home situation and their responds to educational demands. As such, schools' and teachers' actions can either support affected children and fulfill a protective function or respond inappropriately, with negative impact on the affected children. Although the societal discussion about and acceptance of mental illnesses have increased in recent years, scientific knowledge on how well teachers are prepared for meeting the needs of affected students remains insufficient. Therefore, this research study examines teachers' attitudes towards, knowledge about, and competencies regarding children affected by a mentally ill parent. 15 in-depth interviews and 3 focus groups (n = 11) with teachers from primary and secondary schools were conducted and systematically analyzed. Although burdens in the family are perceived as major influences on children's school day and performance, teachers report to not feel sufficiently prepared for and uncertain about supporting and coping with the special needs of affected students. Instead they report to "learn from a case to case" basis. Recognizing the family situation of children with mentally ill parents is reported to be especially difficult for teachers. Responding inadequately and insensitive to the needs of affected children was perceived as a serious burden for teachers themselves. While schools can function as entry points to professional social help systems, teachers frequently reported barriers and challenges in accessing, communicating, and collaborating with these systems. The practical implications of these results regarding the "Mental Health Literacy" of teachers are being discussed.

The role of emotion regulation and temperament in the prediction of the quality of social relationships in early childhood

ABSTRACTIn the present study, the associations between emotion regulation, temperament, and the quality of social relationships in early childhood were investigated. Thirty-one grade-one students were the focus of the study. Teachers completed the School Social Behavior Scale [Merrell, K. W. (1993). Using behaviour-rating scales to assess social skills and anti-social behaviour in school settings: Development of the school social behaviour scales. School Psychology Review, 22(1), 115–133], while parents completed the Emotion Regulation Checklist [Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916] and the Colorado Child Temperament Inventory [Buss, A. H., & Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum].It was expected that children rated as possessing a difficult temperament would experience greater difficulty regulating emotions and experiencing positive social relationships and children rated as possessing an easy temperament would demonstrate the reverse pattern. Also, it was anticipated that children rated as high in emotion regulation would be rated as having positive social relationships and would demonstrate few anti-social behaviours and children rated as low in emotion regulation would demonstrate the opposite set of outcomes.Some of the hypotheses were supported, but the role of temperament was found to be central to the findings. Analyses revealed temperament variables account for 41% of the variance in Peer Relations, 40% of the variance in Self-Management, and 49% of the variance in Academic Behavior beyond the contribution of emotion regulation. A discussion regarding speculation behind the current findings, and implications of the current research is provided.

Transporting Motivational Interviewing to School Settings to Improve the Engagement and Fidelity of Tier 2 Interventions

The majority of Tier 2 interventions are facilitated by specialized instructional support personnel, such as a school psychologists, school social workers, school counselors, or behavior consultants. Many professionals struggle to involve parents and teachers in Tier 2 behavior interventions. However, attention to the motivational issues for influencing parents and teachers’ decisions to participate or implement the intervention as it was intended are often missing. In this article, the authors describe their efforts to infuse motivational interviewing into a well-established Tier 2 intervention, First Step to Success. Specifically, they summarize the iterative process that they followed in order to develop this integrated model and the methods and results found in training coaches to implement it. Implications for practice and research are also discussed.

Influence of Special Educators and Rehabilitators’ Work in Regular School on Peer Relationship Among Students with Delayed Cognitive Development

The purpose of the research was to see whether work of special educators and rehabilitators in the regular school has a positive influence on peer relationship among students with delayed cognitive development. The accent was on friendship quality, social competence and antisocial behavior. The research comprised 150 students with slow cognitive development, 52 of who have support of special educators and rehabilitators in regular education, while the remaining 98 students are without support. Friendship quality was evaluated applying Friendship Quality Questionnaire. School Social Behavior Scale was used in order to evaluate social competence and antisocial behavior. Differences among the groups were examined by t-test from SPSS 14 Windows software package. T he results have shown that students with slow cognitive development having support from special educators and rehabilitators evaluate their friendship more qualitative. Students with delayed cognitive development attending schools without special educators and rehabilitators engaged demonstrate better level of the social competence. As far as antisocial behavior concerns, no differences were found. The results obtained indicate need for redefining the role of special educators and rehabilitators in regular primary education.

School Social Behavior Scales: an Adaptation Study of the Portuguese Version of the Social Competence Scale from SSBS-2

This study analyses the psychometric proprieties of a Portuguese version of the social competence scale from the School Social Behavior Scales (SSBS-2, Merrell, 2002). It is a rating instrument of children and adolescents behavior, to be used by teachers and other school personnel. This scale includes 3 subscales: self-management/compliance, peer relations and academic behavior. In our first sample, 175 teachers rated 344 students from grade 1 through 12. On the second sample 13 teachers rated 251 3rd and 4th grades students. The results from the Portuguese adaptation support the multidimensional structure of the social competence scale from the SSBS-2, although an alternative model demonstrated a better fit to the data than the model originally proposed by the author. The scale showed good internal consistency and good intercorrelations between subscales, as well as between subscales and the total scale. The final model was well replicated in the second sample. These results encourage us to pursue the SSBS-2 Portuguese adaptation, in order to provide a useful and validated instrument for the assessment of social competence and for educational interventions.

Behavior Disorders in Extremely Preterm/Extremely Low Birth Weight Children in Kindergarten

To examine the prevalence of behavior disorders in a 2001-2003 birth cohort of extremely preterm/extremely low birth weight (EPT/ELBW, <28 weeks gestational age or <1000 g) children in kindergarten. We compared 148 EPT/ELBW children with 111 term-born normal birth weight classmate controls on reports of psychiatric symptoms obtained from parent interview (Children's Interview for Psychiatric Syndromes-Parent Form [P-ChIPS]), parent and teacher ratings of behavior (Child Behavior Checklist, Teacher's Report Form, and Behavior Rating Inventory of Executive Function), and teacher ratings of social functioning (School Social Behavior Scales, second edition). Associations of behavior disorders with global cognitive ability and tests of executive function were also examined within the EPT/ELBW group. Rates of attention-deficit/hyperactivity disorder combined on psychiatric interview were about twice as high for the EPT/ELBW group than for the normal birth weight group, odds ratio (95% confidence interval) = 2.50 (1.34, 4.68), p = .004. The EPT/ELBW group also had much higher rates of teacher-identified disorders in attention, behavior self-regulation, and social functioning, with odds ratios (95% confidence intervals) ranging from 3.35 (1.64, 6.83) to 18.03 (4.12, 78.94), all p values <.01. Attention-deficit/hyperactivity disorder and impaired behavior self-regulation were associated with deficits on tests of executive function but not with global cognitive impairment. The findings document increased rates of disorders in attention, behavior self-regulation, and socialization in EPT/ELBW children and suggest that deficits on tests of executive function are associated with some of these disorders. Early identification and intervention for these disorders are needed to promote early adjustment to school and facilitate learning progress.

Preliminary population‐based epidemiological and clinical data on 2009 pandemic H1N1 influenza A (pH1N1) from Lima, Peru

Preliminary population‐based epidemiological and clinical data on 2009 pandemic H1N1 influenza A (pH1N1) from Lima, Peru