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ERIC Number: ED253343
Record Type: Non-Journal
Publication Date: 1983
Pages: 28
Abstractor: N/A
Reference Count: N/A
The Modification of Children's Social Competence: Issues in Applied Research.
Poteat, G. Michael; Ironsmith, Marsha
This paper reviews critical issues in the assessment and modification of children's social competence and reports on preliminary data collected in a longitudinal study of children's social behavior. A number of unanswered applied research questions concerning assessment and modification of social competence are noted: (1) Specific behaviors of socially competent and socially incompetent children have not been clearly differentiated; (2) The predictive validity of sociometric status in young children and rating scales used with preschoolers has not been established; (3) Little experimental evidence exists for generalization from treatment setting to natural environment, and data indicate that the analogue test has little or no validity; and (4) The process by which children become differentiated as socially effective or ineffective has not been adequately described. In an attempt to address some of these issues, a longitudinal study attempted to predict which children would exhibit social problems when entering public school from observations of their behavior during the early preschool years. Subjects consisted of all 40 children enrolled in classrooms for 3- and 4-year-olds at three day care centers. Primary data were collected according to a 22-category behavioral observation code. Results of the first year of observation indicated that children exhibited a relatively low frequency of interaction and a correspondingly high percentage of time spent in solitary play during preschool. Several children who appear to be socially popular are being studied to identify factors involved in their apparent social success. (Three tables present data and provide examples of commercially published curriculum programs for training social skills.) (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A