Social Skills Evaluation Scale Research Articles

An Examination of the Social Skills of Preschool-Age Children with Cochlear Implants

Introduction: The preschool period is the most critical time for the development of social skills. Children with cochlear implants experience challenges in many domains, particularly including communication skills. This study aimed to compare the social skills (initiation, academic support, friendship, and emotion regulation skills) of preschool-age children with cochlear implants to those of their hearing peers. The second aim was investigate the influence of unilateral/bilateral cochlear implant use and preschool attendance on social skills. Method: Thirty-four children (16 girls, 18 boys) with cochlear implants with a mean age of 53.18 months and 36 hearing children (21 girls, 15 boys) with a mean age of 53.92 months were included in this study. The social skills of the hearing children and the children with cochlear implants were compared using the Preschool Social Skills Evaluation Scale. The influence of unilateral/bilateral cochlear implant use and the effect of preschool attendance on social skills were also investigated. Findings: The performances of children with cochlear implants were significantly lower than those of their hearing peers in terms of initiation skills, academic support skills, friendship skills, and emotion regulation skills (p < .05). Bilateral cochlear implant users had significantly higher initiation skills than unilateral cochlear implant users, and cochlear implant users who attended preschool had significantly higher academic support skills than cochlear implant users who did not attend preschool. Discussion: Preschool-age children with cochlear implants were behind their hearing age-mates in social skills and required increased educational support to promote their social skills. Being a bilateral cochlear implant user and attending preschool education had positive effects on social skills.

The Relationship Between Primary School Students’ Social Skills and Attitudes towards Social Studies Course and Their Academic Achievement

In the current study, it was aimed to examine the relationship between fourth grade students’ social skills, their attitudes towards Social Studies course and their academic achievement. In line with the purpose, the present research adopted a convergent parallel design, one of the mixed type research methods. Quantitative data were collected from 172 fourth grade students who were enrolled in state school in İstanbul. The quantitative phase of the study conducted using ‘Social Skills Evaluation Scale’ and ‘The Attitude Scale Towards Fourth- Grade Social Studies Course.’ The qualitative data were collected from 30 students through simple random sampling method. ‘Structured Interview Form’ was employed in order to collect qualitative data. Analysis of the quantitative data included simple linear regression while the analysis of qualitative data included content analysis. Results showed that social skills and students’ attitudes towards Social Studies courses were a low-level, significant and positive predictor of their academic achievement.

Effects of Drama Method on Social Communication Skills: A Comparative Analysis

This study aims to determine the effect of drama on social communication skills through the use of quantitative and qualitative research methods in a holistic approach. In the quantitative part of the research both the meta-analytic method and descriptive study were used. In the meta-analysis phase, 24 studies (2 articles, 19 MA theses and 3 Ph.D. dissertations) related to drama and its effect on communication skills and met the inclusion criteria were analyzed using the Comprehensive Meta-Analysis and the MetaWin programs. In the descriptive phase of the study, Social Skills Evaluation Scale was used to assess social skill levels of the preservice teachers (N = 386). In the qualitative part of the study, the data collected via documentary review through the thematic examination of the articles and theses were analyzed using the Maxqda 11 program. Additionally, in an action research design, the data related to the views of the preservice teachers (N= 60) and selected by maximum variation sampling were collected through semi-structured interviews and analyzed through the Maxqda 11 program. Both qualitative and quantitative findings indicated that drama has a positive effect on social communication skills.

Effects of Drama Method on Social Communication Skills: A Comparative Analysis

This study aims to determine the effect of drama on social communication skills through the use of quantitative and qualitative research methods in a holistic approach. In the quantitative part of the research both the meta-analytic method and descriptive study were used. In the meta-analysis phase, 24 studies (2 articles, 19 MA theses and 3 Ph.D. dissertations) related to drama and its effect on communication skills and met the inclusion criteria were analyzed using the Comprehensive Meta-Analysis and the MetaWin programs. In the descriptive phase of the study, Social Skills Evaluation Scale was used to assess social skill levels of the preservice teachers (N = 386). In the qualitative part of the study, the data collected via documentary review through the thematic examination of the articles and theses were analyzed using the Maxqda 11 program. Additionally, in an action research design, the data related to the views of the preservice teachers (N= 60) and selected by maximum variation sampling were collected through semi-structured interviews and analyzed through the Maxqda 11 program. Both qualitative and quantitative findings indicated that drama has a positive effect on social communication skills.

Examination of the relationship between emotional regulation strategies of 5-year-old children and their peer relationships

ABSTRACT The primary objective of this study is to determine the predictive effect of emotional regulation strategies of 5-year-old children on their peer relationships. The sample group of the study consisted of 95 children aged 5 years (49 (51.6%) girls; 46 (48.4%) boys) receiving education at kindergartens in Turkey. The data required for the study were obtained from children and teachers. ‘The Scale of Emotion Regulation Strategies’, ‘The Social Skills Evaluation Scale’, ‘The Picture Sociometry Scale’, ‘Child Behaviour Scale’, and ‘The Personal Information Form’ were used. The results revealed that the emotional regulation strategies had predictive effects on the levels of coping with peer pressure, aggressiveness, and social preference.

Examining the Effect of Social-Emotional Prevention Program on Social and Communication Skills of Disadvantaged Preschool Children

The purpose of the project was to investigate the effect of the Social-Emotional Prevention Program on social and communication skills of 4-6 year-old children attending preschool education and having families with low socio-economic level. In the study, quasi-experimental design with pretest-posttest group was used. Three experimental groups and one control group were included in the project. Average age of the children in all the groups was 5 years, 1 month, and 27 days (minimum 4 years, 1 month, and 16 days; maximum 6 years and 3 days). 83 children and 83 mothers including 25 children and 25 mothers in the age group of 4-6 years from Experimental Group 1, 16 children and 16 mothers from Experimental Group 2, 16 children and 16 mothers from Experimental Group 3, and 26 children and 26 mothers from Control Group were included in the project. All of 83 children involved in the all groups were attending independent kindergartens affiliated with Ministry of National Education, Provincial Directorate for National Education of Denizli in Pamukkale and Tavas districts of Denizli. Personal Information Form, Social Skills Evaluation Scale (SSES), and Communication Skills Scale (Teacher Form) were used as the data collection tools in the project. According to the results of the study, implementing Social-Emotional Prevention Program together with family involvement activities, implementing only Social-Emotional Prevention Program, and implementing only family involvement activities led to significant improvements in the social and communication skills of the children compared to the control group.

Research of Social Skills of Children Who Attend to Kindergarten According to the Attitudes of Their Mothers

In this study, 5-6-year-old children who attend to kindergarten were researched if there is a difference in their level of social skills according to their mothers’ attitudes, their gender, mother’s employment status, the number of the children in the family, and to the caretaker. The study group was formed of 354 children who attend to kindergarten in the city centre of Mersin, Turkey and their mothers. “Social skills evaluation scale on children” developed by Ataş, Efe- Cinar and Tatar (2016) was used to evaluate social skills of the children and “parents’ attitude scale” developed by Karabulut, Demir and Sendil (2008) was used to evaluate mothers’ child bringing-up attitudes. Dual variance analyse was used to understand if children’s social skill level becomes different or not according to their mothers’ attitudes, their gender, employment status, the number of the children in the family, and to the caretaker. The source of the meaningful difference among groups as a result of the variance analyse was examined via Tukey HSD test. Level of significance in the research was accepted as 0,05. According to research result, general social skills become different according to mothers’ attitudes. The children whose mothers are democratic and permissive seem to have higher social skills than the children whose mothers are authoritative and protective.

The Impact of Art Education Program on the Social Skills of Preschool Children

The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test control group was used in the study in order to investigate the effect of “Art Education Program” on the social skills of children at the age of 61-72 months. Also, “Social Skills Evaluation Scale/ SSES” was used in the research. In the experiment group, “Art Education Program” was applied about 40 minutes-one hour in three week days for eight weeks in total. As a result of the statistical analysis of the data, it was found that “Art Education Program” applied had an effect in favour of experiment group depending on the mean scores of the children both in experiment and control group with regard to their social skills.

The Impact of Creative Drama Education on Development of Social Skills of Elementary School Students

Social development can be defined as the adaptation process of persons to the society in which they live. The children learning the rules and value norms accepted by the society and live in harmony with the community is in parallel with the positive development of education of the child. Creative drama education plays an important role on development of behaviors with social content such as distinguishing social behaviors, reducing negative and noncompliant behaviors, entering into good relations with peers and establishing themselves in the community. The research was performed by offering creative drama-based education to a group of 14 elementary school students between the ages of 7 and 12 for 22 hours. During the education activity, single group preliminary test-final test model, one of experimental research designs, was used as method in order to be able to measure the impact on social development of students. The data were collected with personal information from using Scale for Developing Social Skills (SBDO) which was devised by Akcamete and Avcioglu (2005). As a result, it was detected from the general outlook of social skills evaluation scale of students included in the study that there was statistically significant difference between scores obtained before and after education, and that the scores obtained by students from the scale as a whole after education showed statistically significant increase.Keywords: creative drama; elementary education; social skills

The Impact of Creative Drama Education on Development of Social Skills of Elementary School Students

Social development can be defined as the adaptation process of persons to the society in which they live. The children learning the rules and value norms accepted by the society and live in harmony with the community is in parallel with the positive development of education of the child. Creative drama education plays an important role on development of behaviors with social content such as distinguishing social behaviors, reducing negative and noncompliant behaviors, entering into good relations with peers and establishing themselves in the community. The research was performed by offering creative drama-based education to a group of 14 elementary school students between the ages of 7 and 12 for 22 hours. During the education activity, single group preliminary test-final test model, one of experimental research designs, was used as method in order to be able to measure the impact on social development of students. The data were collected with personal information from using Scale for Developing Social Skills (SBDO) which was devised by Akcamete and Avcioglu (2005). As a result, it was detected from the general outlook of social skills evaluation scale of students included in the study that there was statistically significant difference between scores obtained before and after education, and that the scores obtained by students from the scale as a whole after education showed statistically significant increase. Keywords: creative drama; elementary education; social skills

Examination of the relationship between technology use of 5–6 year-old children and their social skills and social status

ABSTRACTThe primary objective of this study is to determine the predictive effect of technology use durations of 5–6 year-old children on their social skill levels and social status. In this study, children’s technology usage is restricted to the use of television, portable computers, tablets and smartphones. The sample group of the study consisted of 162 children aged 5 and 6 years old who are actively enrolled in seven kindergartens. The data required for the study were obtained from children, parents and teachers. The ‘Determination of Use of Technology by Children–Parent Form’, the ‘Social Skills Evaluation Scale’, ‘The Picture Sociometry Scale’ and ‘The Personal Information Form’ were used. The results revealed that the use of mobile technologies had no predictive effect on the social skill level, whereas, some mobile devices have predictive effects on the social preference and social impact.

Analysis of Emotional Socialization Behaviors of Mother-Fathers and Social Skills of Preschool Children

In this study, emotional socialization behaviors of mother-father and social skills of preschool children were investigated. 363 children as 185 (51%) boys and 178 (49%) girls and their parents were included in the study. “The Coping with Children’s Negative Emotions Scale” and “Social Skills Evaluation Scale” were used as data collection tool in the study. The data were analyzed by using Multivariate Analysis of Variance and Multivariate Analysis of Regression techniques. As a result of the study, it was found that emotional socialization behaviors of the parents varied depending on the child’s gender and mother-fathers’ educational levels. Additionally, it was also concluded in the study that emotional socialization behaviors of the parents were a significant predictor of social skills of preschool children. In accordance with the results of the study, it is recommended to provide parents with trainings on socializing children’s negative emotions.

Investigation of the Effect of Story-Based Social Skills Training Program on the Social Skill Development of 5-6 Year-old Children

The aim of this study is to investigate the effect of Story-Based Social Skills Training Program on the social skill development of 5-6 year-old children. In the study, the pre-test/post-test and retention test experimental design with a control group was used. 5-6 year-old 60 (30 experimental, 30 control) preschool children participated in the study. Story-Based Social Skills Training Program was administered to the children in the experimental group twice a week for 5 weeks. Social Skills Evaluation Scale developed by Avcioglu (2007) was used for data collection. ANCOVA and t test were used for data analysis. The study showed that the difference between the social skill scores of experimental group and control group was significant (p<0.05) and the training program had a continued effect.

Değerler Eğitimi Programının 5-6 Yaş Çocukların Sosyal Gelişimine Etkisi: Sosyal Beceri, Psiko-sosyal Gelişim ve Sosyal Problem Çözme Becerisi

The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children’s social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education Programme was applied in the experimental group of 33 students, with session time lasting 30 minutes in each 11 week session. In this research the following was used in order to measure the dependent variables: Family Registration Form, Values Education Programme Assessment Interview developed by the researcher, Social Skills Evaluation Scale, Psycho-social Behaviour Scale for Pre-school Children (developed by the Turkish Psychology Association Committee on Pre-school), and the Wally Child Social Problem–Solving Detective Game Test. In the analysis process, descriptive statistics, t-test for independent groups, pairedsamples t-test, frequencies, descriptive statistics, and typology analysis techniques were used. At the end of the values education programme, it was seen that the experimental group’s social skills, psycho-social development, and social problem solving skills points rose from the pre-test towards the post-test and, that it increased at a significant pace compared to the control group’s social skills, psycho-social development and social problem solving skills points. Also, after completing the three month training programme, it was found that there were no significant differences between the points of the experimental group’s and control group’s pre-test retention test. Conversely, parents indicate that values education program increased children’s appropriate behaviours and decreased undesired the behaviours of children.

The Importance of Rural, Township, and Urban Life in the Interaction between Social and Emotional Learning and Social Behaviors

Whether an individual lives in a rural or urban setting may have direct impact on a wide variety of psychological patterns adopted by students. In this study, the effects of positive and negative social behaviors on the relation- ship between social and emotional learning needs and skills gaps of students who reside in both rural and urban areas have been examined. The participants of this research consist of 348 female and 319 male students, forming a total of 667 middle school students living in the province of Canakkale, Turkey as well as in its sur- rounding areas. The Matson Social Skills Evaluation Scale, the Social-emotional Learning Scale, the Social and Emotional Learning Skills Scale, and personal information form were used to collect data for this research. The Baron and Kenny's approach and the Sobel test were followed during the examination of the model created in the data analysis process. The mediator test examined the effects of positive and negative social behaviors in relationship to students' level of social and emotional learning needs and social and emotional learning skills. As a result of this test, it was found that both positive and negative social behaviors exert partial mediation ef- fects over students living in rural and urban areas of the province of Turkey researched.

AN EXAMINATION OF THE RELATIONSHIPS BETWEEN THE SOCIAL SKILL LEVELS, SELF CONCEPTS AND AGGRESSIVE BEHAVIOR OF STUDENTS WITH SPECIAL NEEDS IN THE PROCESS OF INCLUSION EDUCATION

The purpose of this study is to examine the relationships between the social skill levels, aggressive behaviors and self concepts of primary school students with autism, intellectual disabilities and hearing disabilities who are continuing inclusion education. The research group consists of a total of 78 primary school students of which 20 have hearing disabilities, 30 have intellectual disabilities and 28 have autism with ages varying between 10 and 14. The questions of the study have been assessed via the Social Skills Evaluation Scale, Aggressiveness Scale and Self-esteem Scale for Children. In this study, the social skills, self esteems and aggressive behaviors of children with autism, intellectual disabilities or hearing disabilities were examined and these diagnostic groups were compared in terms of these three properties. It is observed that students with hearing disabilities have the highest points in aggressiveness whereas students with autism have the lowest. It has also been determined that students with intellectual disabilities have the lowest points in social skills and self concept. The relations between the sub-scales of the scales and the measured properties according to diagnostic groups have been discussed in the light of relevant literature.

Social Skills and Emotional and Behavioral Traits of Preschool Children

We investigated the relationship between the emotional and behavioral traits and social skills of preschool children. The participants were 224 6-year-old children (115 female, 109 male). Data were collected using the Social Skills Evaluation Scale (Avcıoğlu, 2003) and the Preschool Behavioral and Emotional Rating Scale (Epstein, Synhorst, Cress, &amp; Allen, 2009). Pearson product-moment correlation coefficients were determined. It was found that there was a positive relationship between interpersonal skills and emotional regulation, school readiness, social confidence, and family involvement. It was also found that there was a statistically significant positive relationship between verbal explanation, listening skills, and self-control and emotional regulation, school readiness, social confidence, and family involvement.