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ERIC Number: ED416036
Record Type: Non-Journal
Publication Date: 1996-Aug
Pages: 115
Abstractor: N/A
Assessment of Social Competence, Adaptive Behaviors, and Approaches to Learning with Young Children. Working Paper Series.
Meisels, Samuel J.; Atkins-Burnett, Sally; Nicholson, Julie
Prepared in support of the Early Childhood Longitudinal Study (ECLS), which will examine children's early school experiences beginning with kindergarten, this working paper focuses on research regarding the measurement of young children's social competence, adaptive behavior, and approaches to learning. The paper reviews the key variables and assessment instruments available for studying these areas. Part 1 of the paper examines social competence, including definitions used in its study, research describing the importance of social competence, and descriptions of direct measures (observations, hypothetical problem sets, self-ratings, and sociometric techniques) and indirect measures of psychopathology and problem behaviors. The section on indirect measures includes measures that assess both positive and negative behaviors. Part 2 of the paper deals with adaptive behavior, providing definitions and evaluating several assessments. Part 3 concerns young children's learning styles and approaches to learning, addresses how elusive uniform definition is in this area, and concludes that none of the currently available learning style instruments meets the needs of the ECLS. Part 4 of the paper concludes that the Social Skills Rating System corresponds most closely to the needs of the ECLS and recommends that in the pilot study, the ECLS could administer the Feelings about School instrument and hypothetical problem sets to determine if they provide sufficient additional information to warrant their inclusion in the battery of instruments. The paper's four appendices provide descriptions and analyses of direct measures, behavior problem measures, social-emotional measures, and adaptive behavior measures. Contains 271 references. (KB)
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5644; phone: 202-219-1828, attention: Suellen Mauchamer).
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Opinion Research Center, Chicago, IL.
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; Social Skills Rating System