Validation of a role-play measure of children's social skills

A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children.     

SOCIAL SKILLS TRAINING WITH CHILDREN: PROCEED WITH CAUTION

Three learning disabled children, selected on the basis of peer sociometric ratings and teacher referral, received social skills training. A group training procedure consisting of coaching, modeling, behavior rehearsal, and feedback was used to teach children the target behaviors of eye contact and appropriate verbal responses. A multiple baseline analysis across target behaviors was used to demonstrate treatment effectiveness on role-play scenes trained during treatment sessions. Duration of speech was measured as an untrained, corollary measure. The following measures were also obtained during baseline, posttreatment, and 1-mo follow-up for the experimental subjects and three control subjects: (a) performance on role-play scenes not trained during treatment sessions; (b) behavioral observations in a free play setting, and (c) sociometric ratings. In addition, the trained and untrained role-play scenes were administered by novel experimenters following treatment. The results indicated that socially unskilled, learning disabled children can be taught to respond appropriately to role-play situations. However, improved performance did not generalize to the natural school setting and treatment did not effect ratings of peer acceptance. The implications of these findings for future social skills training with children are discussed.     

Between-measure consistency in social-skills assessment

The purpose of the present study was to assess the between-measure consistency of general and specific social-skills assessment strategies. Nineteen mentally retarded adults were assessed using both common and newly devised measures of social skills: (1) specific (molecular) behavior ratings from role-play assessments, (2) general (molar) ratings based on the role plays, staff (3) molar and (4) molecular predictions of client social skills use in the described role-play situations, (5) peer sociometric ratings, and molecular in vivoobservations conducted in (6) cafeteria and (7) party settings. For all molecular measures, the subjects were assessed on eye contact, response relevance, response latency, voice volume, and appropriate affect, which allowed for direct comparisons to be made between each of these assessment modalities. In addition, the role-play assessment was conducted under two distinct conditions to determine whether role-play performance varied between standard and reinforced administrations; however, multivariate analyses (MANOVA) revealed no differences between the two assessments. Correlations between the molar and the molecular measures suggested a substantial overlap between the measures, with staff ratings having the highest consistency with the other measures. Furthermore, MANOVAs calculated between role-play ratings and those of staff revealed little difference between the two. The limitations on and practical significance of these findings are discussed.     

Assertion modeling and stimuli effects on assertive behavior and self-efficacy in adolescents

The present investigation examined variations of modeling and stimuli with 61 adolescents selected for unassertive or aggressive behavior toward teachers. A 3 × 2 × 2 factorial design evaluated the effects of type of assertion modeling (three sessions of overt vs covert vs no-modeling), type of training stimuli (single involving teachers only vs multiple involving teachers, parents and peers) and type of initial behavior (unassertive vs aggressive) on behavioral role-play and self-efficacy. Modeling, particularly overt modeling, improved assertive behavior in teacher situations, peer situations and total teacher, parent, and peer situations. The use of single type stimuli improved self-efficacy in total teacher, parent and peer situations, and in novel situations involving others. Behavior but not self-efficacy was differentially affected by initial unassertive or aggressive behavior of participants. Self-efficacy and behavior were only moderately correlated. Results suggest effectiveness of short-term modeling with adolescents and different specificity properties of self-efficacy and assertive behavior.     

Factors affecting the social validity of a role-play test of children's social skills

The social validity of a role-play test of children's social skills, the Social Skills Test for Children (SST-C), was evaluated by 63 subjects (33 adults and 30 children) who subjectively judged the quality of three children's role-play performances. The three children were selected as having high, medium, or low social skill based upon their performance on the SST-C. Assessment of the effects of subject characteristics upon judgments of social skill suggested that similarities in age and race between the subjects and the three children tended to diminish perceived differences in social skill among the three children. It was concluded that the social validity of the role-play test was supported only if the persons evaluating social behavior were dissimilar in age and racial characteristics from the persons who were being evaluated.     

Behavioral and social development of children born extremely premature: 5-year follow-up

A cohort of extremely prematurely born children and matched term controls was assessed at 5 years of age. The parents completed a questionnaire on their behavioral and social development. The purpose was to illuminate whether the children's general intellectual ability and parental sensitivity were associated with behavioral and social development. The index children exhibited more hyperactive behavior and had poorer social skills than the controls. Lower Full Scale IQ (FSIQ) was associated with outward reacting and hyperactive behavior and poorer social skills. Sensitive parenting was associated with less outward reacting and less hyperactive behavior. When controlling for differences in FSIQ and parental sensitivity, the index children persisted to have an increased risk of exhibiting hyperactive behavior but not poorer social skills. The index children with normal intellectual development, however, did not exhibit more behavioral problems or poorer social skills than the control children did.     

Personalized versus standard role plays in the assessment of depressed patients' social skill

Chronically depressed outpatients participated in a study of the role-play assessment of social skill. Patients role-played a series of standard situations typical of those employed in social-skills research and additional scenes drawn from critical situations in their personal lives. These “personalized” role-play situations were perceived as more relevant by patients and resulted in more discomfort and less skillful interpersonal behavior than standard scenes. Behavioral measures derived from personalized role plays were also found to be more strongly related to measures of depression than the same measures derived from the standard role-play scenes. Implications of these findings for the role-play assessment of social skill are discussed.     

The effect of behavioral skills training with general‐case training on staff chaining of child vocalizations within natural language paradigm

This study used behavioral skills training (BST) and general‐case training (GCT) in which the experimenter simulated child performance to teach three staff to conduct NLP and response chaining to increase three‐link vocal chains in three children with autism. Staff increased their correct NLP performance during post‐training in comparison to baseline. Two of three children emitted more vocal chains following training. This study demonstrated that BST and GCT were effective in training NLP and response chaining. When assessing social validity, both Board Certified Behavior Analysts (BCBAs) and teachers did not indicate an increase in staff members' teaching skills. Future research should develop effective technologies to chain vocal behavior and to teach staff and parents to implement response chaining. Copyright © 2009 John Wiley & Sons, Ltd.     

Assessing social dysfunction: the contributions of laboratory and performance-based measures

Reviewed research studies in which laboratory and performance-based measures were used with success to identify problematic social interaction patterns and social skills deficits associated with poor peer relationships. However, the clinical utility of these measures remains an empirical question. In this article, social competence is conceptualized as an organizational construct, reflecting the child's capacity to integrate behavioral, cognitive, and affective skills to adapt flexibly to diverse social contexts and demands. Correspondingly, performance-based measures of social functioning that include complex social interaction stimuli and require integrative responses appear more likely to demonstrate social validity than measures focused on isolated behaviors or cognitions. Research studies are reviewed that involve observations of children in three types of analogue social situations: play groups, friendship pairs, and social-challenge situations. In addition, studies that have utilized performance-based measures to screen and evaluate children for social skills training programs are reviewed. We conclude that performance-based measures are unlikely to be useful in determining whether a child is experiencing social dysfunction but may enhance the clinical analysis of the nature of the child's social difficulties. We identify gaps in the current knowledge regarding the clinical utility of performance-based measures of social dysfunction, along with directions for future research.     

Evaluation of a social problem-solving skills program for third- and fourth-grade students

The effects of a social problem-solving (SPS) training program for entire classrooms of third- and fourth-grade children were examined in two studies. In the first study, experimental children showed significantly greater improvement in knowledge and performance of SPS skills than control children. However, both positive and negative effects of the intervention (varying by classroom) were found on measures of behavioral adjustment, self-efficacy, and peer acceptance at a 6-month follow-up. The second study compared two different intervention strategies: (a) SPS training with teacher-student dialoguing, peer pairing, and self-monitoring, and (b) SPS training with dialoguing only. It was found that children in both the experimental and control groups improved significantly in performance of SPS skills but no differences between the groups were found for changes in behavioral adjustment, self-efficacy, and peer acceptance. The limitations of cognitively mediated interventions for young children were discussed.     

Exposure to community violence and social support as predictors of anxiety and social and emotional behavior among African American children

We examined the effects of exposure to violence and social support on self-reported state and trait anxiety and parental rated problem behaviors among school-aged African-American children in low and high violence areas. Ninety-seven (97) fourth through sixth graders and their parents were interviewed about exposure to community violence, social support, and state and trait anxiety. Results indicate that trait anxiety was correlated positively with exposure to violence and negatively with social support. State anxiety was correlated negatively with family social support. Problem behaviors were correlated negatively with family support and income. Hierarchial multiple regression analyses indicated that children's reports of their exposure to community violence continued to explain significant variability in trait anxiety, and problem behavior after controlling for both income and social support measures. Social support from peers, family and teachers played differential roles in predicting problem behaviors among children from high and lower violence areas. These findings suggest that in planning intervention programs for children exposed to violence, greater attention to empowering parents to support their children, to fostering peer group support, and to bolstering teacher support may be useful, but attention to the underlying socio-political causes of violence exposure is essential.     

Promoting social competence in school-aged children: The effects of the open circle program

One hundred fifty-four fourth graders took part in an investigation of the Open Circle Program (OCP), an intervention model that encourages students, teachers and administrators to learn and practice communication, self-control and social problem-solving skills. Eight classrooms, two in each of four schools, were sampled. Two of these schools were located in middle to upper-middle class suburban areas and two served more diverse populations. Half the classrooms were headed by teachers well versed in OCP curriculum. The other half was not implementing a social competence program. Participants completed the student version of the Social Skills Rating System (SSRS) once in the fall and again in the spring. Teachers also rated the social competence of students at these same two points in the school year. Doubly-repeated measures mixed-design MANOVA analyses revealed that across the school year, OCP participants showed significantly greater teacher-reported improvements in both social skills and problem behaviors than did control group members. Although the largest gains were made by OCP children in urban areas, significant positive effects of program participation were shown by all students, regardless of school setting.     

Social competence group intervention (SOCO) for children with autism spectrum disorder: A pilot study

This study aimed to describe concept of social competence as a theoretical background for social skills group intervention for children with autism spectrum disorder (ASD). A model of social competence comprised of three components: social skills, social performance, and social adjustment. We also examined the feasibility and preliminary efficacy of the manualized Social Competence group intervention for children with autism spectrum disorder (SOCO) using a variety of outcome measures. The nine-month intervention included children groups, parental support groups and co-operation with teachers. A pilot study involved 23 children aged 7 to 12 years (n = 16 intervention, n = 7 control) and intervention outcomes were measured with questionnaires for parents and teachers, neuropsychological tests, and observations. The parents of the intervention group reported improvements in social skills and social adjustment, whereas the teachers reported increases in social performance. Findings also indicated that affect recognition skills, social overtures, and reactions to peers were improved in the intervention group. Although the evidence of the pilot study should be considered as preliminary, it gives some indication of the feasibility of the SOCO group intervention and supports the usability of the theoretical background and approach for multiple outcome measures.     

Parent‐implemented behavioral skills training of social skills

Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching four parents of children with ASDs to be social skills trainers. A nonconcurrent multiple baseline design across parent–child dyads was employed and direct observation was used to assess parent and child behaviors Results demonstrated substantial improvement in social skills teaching for all participants for trained and untrained skills. Ancillary measures of child performance indicated improvement in skills as well. High levels of correct teaching responses were maintained at a 1 month follow‐up. This study extends current literature on BST while also providing a helpful, low‐effort strategy to modify how parents can work with their children to improve their social skills.     

Assessment of role-play generalization across qualitatively different situations

Role-play generalization of newly acquired assertive behavior was assessed across different response situations in a clinical outpatient sample. Prior to assertive training, subjects completed two paper-and-pencil inventories and a series of role-play situations. Behavioral role-play scenes included four response forms: making requests, expressing affection, standing up for rights, and expressing displeasure. Subjects were randomly assigned to treatment or test-retest conditions and the treatment subjects received six 2-hr sessions of assertion training using modeling, behavior rehearsal, instruction, positive reinforcement, assignedin vivo homework, bibliotherapy, and daily recordings of assertive behavior. Posttreatment, subjects completed the paper-and-pencil measures, trained role-play scenes, and a set of dissimilar untrained scenes requiring different response forms (giving compliments, receiving compliments; refusing unreasonable requests and expressing justified anger). Videotapes were rated blindly and in random order at the conclusion of the study by trained judges. Treatment and test-retest subjects were equivalent prior to training. Posttreatment for the two groups differed in self-report, role-play behavior in trained situations, and role-play behavior in untrained dissimilar situations (allp<.001). MANOVA with repeated measures confirmed that trained and generalization role-play scenes were quantitatively, as well as qualitatively, different, confirmed that treatment and test-retest subjects exhibited different performance levels posttreatment on both trained and generalization scenes, and revealed four significant interactions (allp<.001). Implications of the interactions are discussed. Canonical correlation revealed that subjects displayed significant commonality in their behavioral profiles across different response forms. The findings indicate that complex training resulted in generalization from trained situations to untrained and dissimilar generalization scenes for the clinical outpatient sample.     

Effectiveness of a Creative Arts Summer Camp: Benefits of a Short-Term,Intensive Program on Children’s Social Behaviors and Relationships

This pilot study evaluated whether a creative arts therapy program delivered through a 2-week summer day camp benefited children’s support networks and improved their general wellness. Camp staff completed ratings on the behavior of 11 children. Eleven parents (10 mothers) completed ratings on their children’s behavior. Surveys were utilized; data were analyzed using Wilcoxon t tests. Results demonstrated that camp staff observed the most significant improvements in children’s behaviors and relationships. Results of this study indicate that a social skills therapy program delivered through a creative arts summer camp can be beneficial to young children. Furthermore, these results were found during an intense, yet brief, period of time.     

A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects

This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children, using a teacher-consultation model. The pre-K RECAP (Reaching Educators, Children, and Parents) program is a semi-structured, cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Data on children's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment, for 149 children aged 4–5 years (of whom 56% were girls). Significant treatment effects were found for teacher but not parent reports, with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems. These results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems, and for a teacher-consultation model for training teachers to implement school-based mental health programs.     

Social skill performance among normal and psychiatric inpatient children as a function of assessment conditions

The present investigation examined the effects of varying the standard assessment conditions on performance of social skills among normal and psychiatric inpatient children. Sixty children (30 normals, 30 patients), ages 6–12, completed behavioral and self-report measures of social skills on two separate occasions. During the second assessment, half of the children received feedback and incentives for performance; the other half did not. The testing conditions consistently altered social skill performance. Children who received the incentives during assessment showed significantly higher levels of social skills, as reflected in concrete behavior (e.g. eye contact, facial expressions), and molar responses (e.g. giving compliments, responding to provocation). The results suggest that social skills performance varies considerably as a function of the assessment conditions. Training programs should not assume that persons do not have the responses in their repertoires merely because of low pretest performance unless more extensive efforts are made to evoke appropriate responses.     

The interview for antisocial behavior: Psychometric characteristics and concurrent validity with child psychiatric inpatients

The present study evaluated psychometric features and correlates of the Interview for Antisocial Behavior (IAB), a new measure designed to assess antisocial child behavior. Parents of 264 psychiatric inpatients (ages 6–13 years) completed the measure to evaluate antisocial behavior of their children. The investigation evaluated the relation of IAB scores to clinically derived diagnoses and to aggression and externalizing behaviors, as measured by different raters (parents, teachers), across different settings (home, school, hospital), and with different assessment methods (rating scales, behavioral role-play test). The results indicated that the IAB showed acceptable levels of internal consistency. A priori scores (severity, duration, total antisocial behavior) and factor analytically derived scales (Arguing/Fighting, Covert Antisocial Behaviors, Self-Injury) distinguished children with a DSM III diagnosis of conduct disorder, and scores on the IAB were more consistently related to other measures of aggression and externalizing behavior than to measures of internalizing behavior or overall severity of dysfunction. The implications of the results for use of the measure, particularly in relation to evaluation of the overt-covert dimension of antisocial behavior, are discussed.Completion of this research was facilitated by a Research Scientist Development Award (MH00353) and by grants (MH35408, MH39642) from the National Institute of Mental Health and the Rivendell Foundation.     

Tailoring Social Competence Interventions for Children with Learning Disabilities

Challenges in social competence are common in children with Learning Disabilities (LDs), particularly those who present with co-occurring mental health challenges (LD + MH). Social competence calls upon a complex set of skills, including social skills, perspective-taking abilities, and an understanding of the social environment. Successful enactment of these skills necessitates behavioral and emotion regulation, an area of weakness for many youth with LD + MH. Using a mixed-method design, the present study assessed the efficacy of a social competence group program for children with LD + MH (mean age = 11.4 years) in which group size, content, and structure are tailored to the child’s level of emotion regulation, information processing abilities, and social competence goals. Quantitative measures completed by parents and coded behavioral observations completed pre- and post-treatment indicated significant gains in initiation and engagement in positive social interactions, foundational skills that support improvement in social competence. Qualitative interviews with parents, children and teachers suggested improvements in social self-concept, initiation, and emotion regulation. Tailoring treatment to the child’s information processing and emotion regulation abilities, as well as ‘in the moment’ feedback, supported gains made and contributed to participants having a positive social experience. Directions for future research are discussed.