Social Skills Test Research Articles

Quality of Social Relationships with Parents and Peers in Adolescents Born Extremely Preterm.

Adolescents born extremely preterm (EPT, gestational age [GA] <28 weeks) are at higher risk for problems in peer socialization than those born full-term (FT, GA >36 weeks). This study was designed to examine the possibility that adolescents born EPT may also have difficulty in transitioning from parents to peers for socialization, a process referred to as "social reorienting." A secondary aim was to investigate associations of social reorienting with other neurodevelopmental characteristics. The Network of Relationships Inventory, Relationship Quality Version was administered to 24 adolescents (ages 11-16 years) born EPT and 29 born FT to obtain self-ratings of closeness and discord with parents and peers. Measures of other neurodevelopmental characteristics included tests of cognitive and social skills, adolescent self-ratings of adjustment and victimization, and parent ratings of youth behavior and adaptive skills. Mixed model analyses controlling for sex, socioeconomic status, and race were conducted to examine group differences in measures of relationship quality and their associations with other neurodevelopmental characteristics. The EPT group had higher ratings of closeness with parents than the FT group. For adolescents from lower socioeconomic backgrounds, those born EPT had lower closeness with peers. Higher closeness with parents was associated with lower test scores. Lower closeness and more discord with peers were associated with more behavior problems. Findings suggest that adolescents born EPT have difficulties in social reorientation toward peers and identify factors related to these difficulties. Results imply a need for interventions to improve peer socialization in youth born EPT.

Social Skills Scale Development for Elementary School Students

As the first and basic level of formal education for children, elementary school has the aim of providing basic abilities to students to develop their lives personally, community members, citizens, and members of humanity and prepare students for secondary education. . Lack of mastery of social skills can lead to potential problems, on the contrary by having social skills students can achieve success in school and society. So it is necessary to develop a measuring tool for the social skills scale. This study aims to develop social skills test kits based on the concept of social skills that have been identified in initial observations and validate the social skills test kits that have been developed, to produce a social skills measurement instrument in the form of a scale. The results can be used by educators as feedback in coaching. The results of the validity of the Expert Judgment on the social skills scale instrument conducted by six experts using the Aiken V formula were declared valid with conditions &gt; 0.78 with 18 items valid from 21 items. While the KMO test of 0.58&gt; 0.50 means that the instrument is considered valid as a measuring tool for the social skills scale of elementary school students. Then the reliability test was carried out with Cronbach's Alpha test. Based on the results of field data processed with the SPSS application, it was found that the reliability of Cronbach's Alpha was 0.87&gt; 0.50, meaning that the social skills scale was considered reliable as a means of measuring social skills in elementary school students.

THE EFFECT OF MULTIPLE INTELLIGENCE-BASED GUIDED INQUIRY LEARNING ON SOCIAL SKILLS OF ELEMENTARY SCHOOL STUDENTS

This study aims at determining the effect of guided inquiry model based on multiple intelligence toward the social skills of elementary school students at Pasuruhan 1 State Elementary School, Mertoyudan District, Magelang Regency in Social Science learning of fourth grade. This research belongs to a Quasi-Experimental Design research with the Non-equivalent Control Group Design model. Research subjects were selected by Non-probability Sampling with saturation sampling model. The samples were 30 students consisting of 15 students in the experimental group and 15 students in the control group. The data collection methods were done by using a questionnaire and observation of social skills. The validity test of social skills questionnaire was done by using the product moment formula while the reliability test was done by using Cronbach Alpha formula with the help of the SPSS for windows version 25 program. Data analysis used in this research is a non-parametric statistical technique, namely the Mann-Whitney. The result of this study indicates that there is an effect of guided learning based on multiple intelligences on the social skills of elementary school students. This is proved by the results of the Mann-Whitney test analysis which shows Asymps value. Sig. (2-tailed) of 0.003 &lt; 0.05. By this result, it can be concluded that the hypothesis is accepted.  Therefore, it can be said that there is social skills difference of the experimental class and the control class students. It is proved by a significant difference thus it shows that guided inquiry learning has a positive effect on student’s social skills

The association between the social adaptive skills of school-aged children with congenital heart disease and mothers' decision factors for providing disease explanations in Japan: a cross-sectional study.

PurposeThis study aimed to clarify the factors related to mothers' decisions to provide disease explanations to their children, investigate the associations between those factors and social adaptive skills, and examine support relative to children's growth and development.MethodsData were collected from anonymous, self-administered questionnaires answered by 71 mothers of outpatient school-aged children with congenital heart disease. The questionnaire items included characteristics of mothers and children, decision factors for providing disease explanations, and children's social adaptive skills (Asahide-Shiki social adaptive skills test). Factor analysis was performed on the decision factors, and multiple regression analysis was performed to examine the association between the identified factors and each social adaptive skill.ResultsThe decision factors for providing disease explanations were the mother's explanation ability, the receptive capability of the child, and the child's interest and literacy regarding the explanation. Multiple regression analysis showed that language and social life skills were significantly associated with the child's receptive capability, and language and daily life skills were significantly associated with the child's interest and literacy regarding the explanation.ConclusionImproving children's language, social life, and daily life skills may enhance their receptive capability and literacy regarding explanations of their disease.

Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol.

Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills.Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3–5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity.Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.

Evaluation of the Effectiveness of Group Assertiveness Program on Increasing the Social Skills of Autistic Students

The aim of this study was to investigate the effectiveness of group assertiveness program on increasing the level of social skills of autism students. In this study, first using the social skills test (Ahmadi-Nourani, 1997) students with skills Low social, those who received a score lower than 100 were identified. These individuals were selected as a sample and then randomly divided into experimental and control groups. The statistical sample of this study included 30 autism students who were randomly selected. The experimental and control groups were divided into two groups of 15 people. Then, the group training program was taught to the experimental group in 10 sessions. After this training, social skills tests were performed on both groups. Finally, the data were analyzed. According to the results, the experimental group, children who were trained in the courage program, performed better than the control group in the social skills test. That is, the group courage program was effective in increasing the social skills and non-verbal social relationships of autistic students. It is therefore suggested that the direction Increase self-expression and improve the social skills of students with autism. Use a group learning program.

Habilidades Sociales en adolescentes y Funcionalidad Familiar

La adolescencia es un periodo crítico donde las habilidades sociales juegan un papel importante en el desempeño personal de cada individuo, para lo cual la familia cumple un rol fundamental en el desarrollo y consolidación de dichas habilidades sociales. El artículo tiene como objetivo identificar la relación entre habilidades sociales en adolescentes y funcionalidad familiar. Método de investigación cuantitativo, tipo descriptivo – correlacional; con una población de 726 y muestra de 251 estudiantes de primero a quinto año de secundaria, se realizó mediante el muestreo probabilístico aleatorio estratificado. El instrumento que se utilizo es el test estructurado de habilidades sociales del Ministerio de salud y el APGAR familiar que evalúa cinco funciones básicas Adaptación, Participación, Gradiente de recurso personal, Afecto, y Recursos. Los resultados indican que existe correlación positiva entre habilidades sociales y funcionalidad familiar. En conclusión, el asertividad es la habilidad más desarrollada a diferencia de la comunicación que es donde se evidencia dificultades, por otro lado, la autoestima y la toma de decisiones son habilidades que se encuentran en nivel promedio.

Развитие личностных качеств студентов в ходе обучения в магистратуре

This paper focuses on the formation of professionally important personality traits in graduate students of psychological and pedagogical master degree programmes. We analyze the development of personal and professional identity, empathy and communicative characteristics. The study involved 60 graduate students. To test the hypothesis of the contradictory developmental dynamics of personal and professional identity and communicative characteristics (empathy and communication skills) we used L.B.Schneider’s techniques for studying professional (MIPI) and personal identity (MILI), the questionnaire measure of emotional empathy by A.Mehrabian and N.Epstein, and the social skills test by L. Michelson. The study revealed the predominance of diffuse and pseudo-positive personal identity statuses among the graduate students as well as the complex dynamics of professional identity statuses. Also, the obtained data points to an increase in the expression of the competent communication style and high levels of empathy. We outline some perspectives for further research on the development of professionally important personal qualities and psychological and educational support of students during their graduate year.

Deaf Children and Adolescents: Social Skills Discriminant Profile

Abstract The objectives of the study were to compare social skills among deaf children and adolescents and to outline the discriminant profile in relation to skilled social behaviors. The research had a quantitative, cross-sectional and comparative design. Seventy-one deaf people aged 7 to 16 years old participated in the study, assessed by a sociodemographic questionnaire and by the Social Skills Test for Children and Adolescents in School Situation. Results revealed that deaf adolescents have more elaborate social skills when compared to deaf children. Children have a profile related to the Conversation and Social Resourcefulness and Assertiveness while adolescents were included in the Civility and Altruism profile. These results were discussed based on the development and specificities of deafness. Future research may assess these skills beyond the school settings.

أثر اسلوب عرض المعلومات (الکلی والتحلیلی) باستخدام الواقع المعزز وأسلوب التعلم فی بیئة واقع معزز قائمة على الألعاب التحفیزیة لتنمیة مهارات التواصل الاجتماعی والدافعیة لدى طلاب تکنولوجیا التعلیم The effect of the displaying information method (holistic and analytical) using the augmented reality and learning style in an augmented real

أثر اسلوب عرض المعلومات (الکلی والتحلیلی) باستخدام الواقع المعزز وأسلوب التعلم فی بیئة واقع معزز قائمة على الألعاب التحفیزیة لتنمیة مهارات التواصل الاجتماعی والدافعیة لدى طلاب تکنولوجیا التعلیم The effect of the displaying information method (holistic and analytical) using the augmented reality and learning style in an augmented real

Factores familiares relacionados con habilidades sociales en adolescentes de una institución educativa estatal en Lima

Objetivo: este estudio analiza los factores familiares relacionados a habilidades sociales en adolescentes de una Institución Educativa Estatal en Lima.&#x0D; Marco teórico: la familia es el elemento natural y fundamental de la sociedad y tiene derecho a la protección de la sociedad y del Estado, de tal manera, que es el lugar primordial donde se comparten y gestionan los riesgos sociales de sus miembros. Las habilidades sociales constituyen conductas emitidas por un individuo en un contexto interpersonal que expresa sus sentimientos, actitudes, deseos de un modo adecuado a la situación.&#x0D; Material y métodos: estudio de enfoque cuantitativo, correlacional y transversal; la muestra fue de 236 adolescentes de una institución educativa estatal en Lima, siendo seleccionada mediante muestreo probabilístico aleatorio. Se realizó la recolección de datos a través de la aplicación de cuestionarios que incluyeron al Apgar Familiar y el Test de Habilidades Sociales, el análisis de los datos se efectuó aplicando estadística descriptiva e inferencial a través de Chi cuadrada.&#x0D; Resultados: los factores familiares de los adolescentes son en unos 66% desfavorables y un 34% favorables, como consecuencia de la estructura familiar el 47% son monoparentales, a su vez el 51% tiene disfunción moderada y el 66,00% trato inadecuado. En relación a las habilidades sociales las adolescentes presentan un 32% de nivel promedio, seguida del 20% de promedio bajo, el 18% bajo y 6% muy bajo. Los resultados del análisis correlacional evidencian una relación significativa entre los factores familiares y las habilidades sociales de las adolescentes.

The Effect of Life Skills Training on Social and Coping Skills, and Aggression in High School Students

Background: Adolescence is known as a stressful period in the process of growth which they experience a lot of emotional, physical and cognitive changes at the same time. It is important to develop life skills in this age group. The goal of the study was whether life skills training affect the social and coping skills and aggression in high school students.Materials and Methods: A total of 100 high school students entered the study using a pretest-posttest assessment. All received life skills training (including coping skills, social skills and aggression control) during four sessions that each lasted 120 minutes. To compare the results before and after life skills training, four questionnaires including the individual characteristics of the study samples, the aggression test, the social skills test, and the coping skills checklist were used.Results: Life skills training had a positive and significant effect on social and coping skills. The results also showed there was a significant decrease in aggression among students.Conclusion: It is necessary to implement life skills training programs for a better and comprehensive development in students. Moreover, considering the formation of personality at an early age and the current situation of society, learning these skills at an early age seems more desirable.

Social Skills and Suicide Risk in Adolescents of an Education Institute of the City of Armenia (Quindío, Colombia)

Introduction: The objective of this article is to establish the relationship between the acquisition of social skills and the clinical expression of suicidal ideation and suicide risk in adolescents. Materials and Methods: The research was conducted following a descriptive and correlational design, in a population of 115 adolescents aged between 12 and 18 years old. The Beck’s Hopelessness Scale and the Goldstein Social Skills Test were applied. Results: Data showed that there is a significant, inversely proportional correlation between the social skills and a lower risk of suicidal symptomatology. Conclusion: Based on the obtained results it was possible to corroborate how family plays a relevant role in the emotional regulation and in acquiring social skills in the individual, it was also possible to sustain that, on the basis of a healthy copying style in the resolution of vital problems, the possibility of developing any suicidal expression slows down.

Cluster Randomized Trial of a School Intervention for Children with Autism Spectrum Disorder

There are currently no empirically supported, comprehensive school-based interventions (CSBIs) for children with autism spectrum disorder (ASD) without concomitant intellectual and language disability. This study compared outcomes for a CSBI (schoolMAX) to typical educational programming (services-as-usual [SAU]) for these children. A total of 103 children (6–12 years of age) with ASD (without intellectual and language disability) were randomly assigned by school buildings (clusters) to receive the CSBI (n = 52 completed) or SAU (n = 50 completed). The CSBI was implemented by trained school personnel and targeted social competence and ASD symptoms using social skills groups, emotion recognition instruction, therapeutic activities, behavioral reinforcement, and parent training. Outcome measures tested the effects of the CSBI on social competence and ASD symptoms, as well as potential collateral effects on academic achievement. Outcomes (baseline-to-follow-up) were assessed using tests of social cognition and academic skills and behavioral observations (by masked evaluators) and parent–teacher ratings of ASD symptoms and social/social-communication skills (nonmasked; ClinicalTrials.gov, NCT03338530, https://www.clinicaltrials.gov/). The CSBI group improved significantly more than the SAU group on the test of emotion recognition skills and parent–teacher ratings of ASD symptoms (primary outcomes) and social/social-communication skills (secondary outcome). No differences between groups were detected for recess social interactions or academic skills. The CSBI improved several core areas of functioning for children with ASD compared to usual educational programming. Additional intervention elements may be needed to expand the efficacy of the CSBI so that the observed skills/symptom improvements generalize to recess social interactions and/or academic skills are enhanced.

Transcranial direct current stimulation (tDCS) over right temporoparietal junction (rTPJ) for social cognition and social skills in adults with autism spectrum disorder (ASD).

Social deficits are core to autism spectrum disorder (ASD). Current treatments are extremely time- and labor-intensive. Transcranial direct current stimulation (tDCS) may be a promising treatment modality to safely enhance treatments targeting social cognition and social skills. This pilot study investigates the effectiveness of social skills treatment interventions paired with anodal tDCS for six adults 18-58years with ASD. Differences were predicted on the verbal fluency (VF) test and a test of social skills (TASSK-M) for verum (2.0mA) vs. sham tDCS, which was randomly assigned in a within-subjects, double-blinded design in adults with ASD with normal or higher cognitive functioning. The anode electrode was placed over right temporoparietal (CP6) and cathode over ipsilateral deltoid. Wilcoxon signed-rank tests for paired data indicated that participants received a significantly higher score on the VF test after receiving verum tDCS compared to sham tDCS, with no significant differences found on the TASSK-M. Post-hoc analysis showed that the emotion-word portion of the VF test, specifically, indicated significant differences when comparing verum to sham tDCS conditions. These findings provide optimism for the use of tDCS as delivered in the current study paired with social skills treatment interventions for ASD, particularly for improving skills of emotion verbal fluency.

Is Betrayal in EVE Online Unethical?

Betrayal is common in EVE Online. While not all gameplay based on deception is wrong, betraying a genuine friendship is wrong in any context. While some neo-Aristotelians have argued that perfect friendship is impossible online, it is possible for imperfect people to become Aristotelian character-friends even across imperfect communications channels. Good people are disposed to form friendships when they spend large amounts of time with others; people who make a hobby of feigning friendship are displaying bad character. While the possibility of betrayal does make EVE more interesting as a test of social skills for all players, that does not justify the actions of those who choose to betray.

فاعلية التدريب على مهام نظرية العقل لتنمية الکفاءة الاجتماعية وأثره فى تحسين المهارات الحياتية لدى الأطفال ذوى الإعاقة الفکرية البسيطة

هدفت الدراسة إلى التعرف على فعالية البرنامج التدريبي القائم على مهام نظرية العقل في تنمية الکفاءة الاجتماعية والمهارات الحياتية لدى الأطفال ذوى الإعاقة الفکرية البسيطة، وقد طبقت الدراسة على عينة قوامها (20) من الأطفال ذوي الإعاقة الفکرية، والذين تم تقسيمهم إلى مجموعتين إحداهما تجريبية وعددها (10) أطفال، والأخرى ضابطة قوامها (10) أطفال، واشتملت أدوات الدراسة على مقياس مهام نظرية العقل، ومقياس الکفاءة الاجتماعية، ومقياس المهارات الحياتية، والبرنامج التدريبي القائم على مهام نظرية العقل وجميعها من إعداد الباحثة، وأسفرت النتائج عن وجود فروق دالة إحصائيا بين القياسين القبلي والبعدي لدي المجموعة التجريبية في الکفاءة الاجتماعية والمهارات الحياتية لصالح القياس البعدي، ووجود فروق دالة إحصائيا بين المجموعة الضابطة والمجموعة التجريبية في الکفاءة الاجتماعية والمهارات الحياتية بعد تطبيق البرنامج لصالح المجموعة التجريبية، ولم توجد فروق بين القياسين البعدي والتتبعي للمجموعة التجريبية مما يدل على استمرارية أثر البرنامج في تحسين الکفاءة الاجتماعية والمهارات الحياتية. الکلمات المفتاحية: مهام نظرية العقل – الکفاءة الاجتماعية – المهارات الحياتية - الإعاقة الفکرية البسيطة. Effectiveness of Training on Theory of Mind Tasks to Develop Social Competence and Its Effect on Improving Life Skills among Children with Mild Mental Retardation Fatma S. A. Barakat Muhammad Khattab Abstract The aim of this study was to investigate the effectiveness of training on theory of mind tasks in improving social competency and life skills among children with mild mental retardation. This study was conducted on (20) children with mild mental retardation. They were randomly divided into an experimental group and a control one; each of which consisted of (10) subjects. To collect data, Theory of Mind Tasks, Social Competence and Life Skills Scales were all prepared and further used. Additionally, the theory of mind tasks based program was built and carried out. The results indicated that there were statistically significant differences between the mean scores attained by the experimental group on the pre- and post-tests of social competence and life skills in favor of the post one. There were statistically significant differences between the mean scores attained by the experimental and control groups on the post-test of social competence and life skills in favor of the experimental group. There were no statistically significant differences between the mean scores attained by the experimental group on the post- and follow-up tests of social competence and life skills. Hence, support for the durability of intervention effects over time were demonstrated. Limitations of the current research and suggestions for further studies were discussed. Keywords: theory of mind tasks – social competence – life skills – mild mental retardation.

Some variables predicting the school readiness of preschool children

The main purpose of this study is determining the predictive power of the levels of the school readiness in the preschool children by some variables such as social skills, social interaction practices and education status of the parents. The population of the study in the general screening model is composed of 60 to 66-month old children attending to independent preschools registered by the Ministry of National Education in Konya, Turkey. The sample of this study is selected through stratified sampling method among schools, which represent families and their children of three different socio-economic (low, mid and high), in three central districts of Konya. These levels are determined by the Directorate of National Education. Sample group is composed of 42 preschool teachers and 210 children in total, which is sufficient in terms of the number of the participants. Social Skills Test for Preschool-aged Children, Social Interaction Practices for the Preschool Years (SIPPY) Questionnaire and Metropolitan School Readiness Test were employed in the study. Multiple regression analysis and stepwise regression analysis were used for the analyses of the study. By employing linear multiple regression analysis, it was determined that to what extent the variables social skills, social interaction practices, and education status of the parents predict the school readiness level. At the end of the stepwise regression analysis that was utilized to find out whether aforementioned variables have a significant contribution to predict school readiness level, it was found that 10 % of the school readiness level of 60 to 66-month old children attending pre-school education was explained by environmental strategies about social interaction practices applied by preschool teachers, 4% of it was explained by communication skill that is one of the social skills of the children, and 3 % of it was explained by the education status of the father

Task framing reduces emotion decoding negativity biases in social anxiety

Social anxiety is associated with difficulty in decoding emotional expressions. In this work, we present two experiments demonstrating that manipulating the apparent social relevance of an emotion-identification task can reduce these difficulties. In Experiment 1, we find that social anxiety predicts an oversensitivity to anger expressions when participants are told they are completing a task that measures social skills. However, when the same task is framed as a measure of intellectual skills, this oversensitivity to anger is eliminated. Experiment 2 finds that social anxiety interferes with participants' ability to discriminate real from fake smiles when participants are told they are completing a test of social skills, but not when they are completing an ostensible measure of intellectual skills.

An Intervention Study: Removing Supplemented Materials from Montessori Classrooms Associated with Better Child Outcomes

Montessori classrooms vary a good deal in implementation, and one way in which implementation differs is the provision of materials. Specifically, some classrooms use only Montessori materials, whereas others supplement the Montessori materials with commercially available materials like puzzles and games. A prior study suggested this might be a reason for observed differences across studies and classrooms (Author, 2012) but an intervention study is the best test. The present study presents such an intervention with 52 children in 3 Montessori classrooms with Supplementary materials. All children were given 6 pretests, and non-Montessori materials were removed from 2 of the classrooms. Four months later, children were retested to see how much they changed across that period. Children in the classrooms from which the non-Montessori materials were removed advanced significantly more in early reading and executive function, and to some degree advanced more in early math. There were no differences across the classroom types in amount of change on the tests of vocabulary, social knowledge, or social skills.