Social Information-Processing Skills Training to Promote Social Competence and Prevent Aggressive Behavior in the Third Grades.

This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in 2001-2002, students received the Making Choices: Social Problem Solving Skills for Children (MC) program; and in 2002-2003, children received MC supplemented with teacher and parent activities. Compared with children in the routine condition, children in both MC conditions were rated lower on posttest social and overt aggression and higher on social competence. Moreover, they scored significantly higher on an information-processing skills posttest. The findings suggest that prevention programs can strengthen social- emotional skills and produce changes in aggressive behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of basic social skills.

Proposes a conceptual framework for defining and assessing basic social skills derived from the attempts of social personality psychologists to measure individual differences in nonverbal communication skills. Preliminary testing resulted in the development of a 105-item, pencil-and-paper measure of 7 basic dimensions of social skills, the Social Skills Inventory (SSI). In a series of validation studies using 149 undergraduate students, the SSI demonstrated convergent and discriminant validity in relation to other measures of nonverbal social skill and traditional personality scales (e.g., the Sixteen Personality Factor Questionnaire [16PF], the Marlowe-Crowne Social Desirability Scale). Scores on the SSI also predicted some social group memberships, typical social behaviors, and the depth of social networks. Evidence suggests that the SSI could prove to be a valuable tool for research in personality and social psychology and for work in applied settings. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool attainment record as a measure of developmental skills.

Investigated the usefulness of the Preschool Attainment Record (PAR) as a measure of children's developmental skills. The PAR was compared to the Denver Developmental Screening Test (DDST) as the criterion measure, and they were found to correlate .891. A comparison of subtest estimates of the PAR and DDST across 227 kindergarten-age children suggested comparability for the areas of Gross Motor, Fine Motor, and Language Skills. Estimates of Social Skills, however, were discrepant, with the PAR providing higher estimates of Social Skills due to its higher ceiling age. Overall, the PAR appears to be a useful measure of children's developmental skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Critical levels of perceived social support associated with student adjustment.

Investigated the relationships among perceived social support and academic, behavioral, and social indicators for 1,711 students in Grades 3 through 12. Data were collected with the Child and Adolescent Social Support Scale, the Social Skills Rating System, the Student Self-Concept Scale, and the Behavior Assessment System for Children. Results show significant, positive relationships among perceived social support and a variety of positive indicators (e.g., social skills, self-concept, and adaptive skills). In addition, significant, negative relationships among perceived social support and a variety of problematic behavioral indicators (e.g., internalizing and externalizing behaviors) were found. Students with low perceived support obtained significantly higher scores on problematic behavior indicators and significantly lower scores on positive behavior indicators than students with average or high perceived support. Only student-rated social skills and self-concept were significantly higher for the high vs the average level of perceived support. These results are followed by a discussion of the importance of varying levels (low, average, high) of perceived social support in students' lives. Implications of the findings of this study for school psychologists are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Short-term child-centered play therapy training with Israeli school counselors and teachers.

The purpose of this study was to determine the effects of short-term intensive child-centered play therapy training with school counselors and teachers in Israel. Results of the analysis of covariance revealed that trainees in the experimental group demonstrated a statistically significant improvement in the group’s play therapy knowledge as measured by the Play Therapy Attitude, Knowledge and Skills Survey. The experiential group did not demonstrate statistically significant improvement in their attitudes and beliefs toward children or confidence in applying play therapy skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support.

The present study asked: What types of support (emotional, informational, appraisal, and instrumental) do students perceive from the sources of support (parents, teachers, classmates, and close friends)? and Are types of social support more related to students' social, behavioral, and academic outcomes? Gender differences in perceptions of support were also investigated. Data were collected from 263 5th-8th graders using the Child and Adolescent Social Support Scale, the Social Skills Rating System, and the Behavior Assessment System for Children. Although early adolescent boys and girls perceive similar levels of all types of support from their parents and teachers, girls perceive more support of most types from classmates and friends. Emotional and informational support were the most highly reported type of support from parents, informational support was most highly reported from teachers, and emotional and instrumental support scores were highest from classmates and close friends. Supportive behaviors from parents contributed to students' adjustment. Emotional support perceived from teachers was a significant and sole individual predictor of students' social skills and academic competence. Supportive behaviors from teachers also predicted students' school maladjustment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Children's peer relations: Issues in assessment and intervention.

Reviews the book, Children's peer relations: Issues in assessment and intervention edited by B. H. Schneider, K. H. Rubin, and J. E. Ledingham (1985). In 1984, a conference was held in Ottawa on the topic "Research Strategies in Children's Social Skills Training." It was international in scope and brought together many of the field's leading researchers. The papers presented at that conference form the nucleus for this volume of chapters, which has been carefully edited by three of the conference organizers. Substantial additions to the conference material are apparent, and the purpose of the book has been redirected somewhat to examine currently emerging research on children's social relations with regard to its implications for assessment and treatment of childhood social dysfunction. The resulting volume is one that is highly rewarding to the reader. The editors and authors have achieved the difficult task of integrating many discrete programmes of research around a few common themes. All of the chapters are well written, and together they present a representative selection of current research that is methodologically sound and of scholarly significance. As such, this volume is a timely and thought-provoking collection of chapters that will be of considerable interest to students and researchers in the fields of children's social relations and social skills training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparative study of static versus dynamic scoring of performance tests for industrial operators.

Hypothesized that the measurement of elemental times during the performance on a dexterity test and the rate of improvement of these times might yield higher test validity than the gross scores traditionally used. Initial experiments on the internal reliability of the Purdue and O'Connor tests indicated that they were inadequate as tests of speed-skill acquisition. Thus, a newly designed 1-Hole Test was constructed and a study of its internal consistency indicated that it constituted an adequate measure of speed-skill acquisition. The test was administered to right-handed female operators performing (N = 114) or being trained to perform (N = 44) repetitive tasks in an electromechanical, a confectionery, and an electronics firm and was compared with the Purdue Pegboard (right-handed). Ss were also given a battery of widely used tests and scores recorded for intelligence, personality, vision, and certain anthropometric and personal data. The effect of a much greater number of repetitions on the O'Connor, Purdue, and 1-Hole tests was studied. Results support the hypothesis. Some conclusions were drawn regarding the validity of these tests for predicting the acquisition of skills and for use in industrial selection for fine repetitive tasks. (21 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: An analysis of the Social Skills Improvement System—Rating Scales.

Base rate information is important in clinical assessment because one cannot know how unusual or typical a phenomenon is without first knowing its base rate in the population. This study empirically determined the base rates of social skills acquisition and performance deficits, social skills strengths, and problem behaviors using a nationally representative sample of children and adolescent ages 3–18 years. Using the national standardization sample of the Social Skills Improvement System—Rating Scales (N = 4,550) across 3 informants (teacher, parent, and student) and across 3 broad age groupings (3–5 years, 5–12 years, and 13–18 years), these base rates were computed. Results showed that the base rates for social skills acquisition deficits and problem behaviors are extremely low in the general population. Base rates for social skills performance deficits and social skills strengths were considerably higher, with students in the 5- to 12-year-old age group reporting fewer performance deficits and more social skills strengths than older children (13–18 years). Teachers and parents reported more performance deficits and fewer social skills strengths across all age groups than students in the 5- to 12-year-old age group. These results are discussed in terms of the utility of base rate information in clinical decision making. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring stress resilience and coping in vulnerable youth: The social competence interview.

A brief interview to measure stress coping capabilities was developed and tested in 4 samples of African American and White adolescents in low-income neighborhoods of 2 large U.S. cities. The Social Competence Interview (SCI) is a 10-min social stressor that assesses physiological and social-emotional responses to a recurring real-life problem. A new behavioral coding system using audiotapes permits reliable and valid assessment of components of social competence, including Interpersonal Skills (expressiveness, empathy), Goal-Oriented Strivings in coping (self defense, social acceptance, competitiveness, stimulation-pleasure, approval, self improvement), and Social Impact (high vs low affiliation/ control). High SCI expressiveness and self-defensive striving create a critical-aggressive social impact, which is correlated with increased hostility and anger. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The relation of the Halstead-Reitan Neuropsychological Battery to ratings of everyday functioning in a geriatric sample"

Reports an error in "The relation of the Halstead-Reitan Neuropsychological Battery to ratings of everyday functioning in a geriatric sample" by H. Russell Searight, Edwin J. Dunn, Thomas Grisso, Ronald B. Margolis and et al (Neuropsychology, 1989, Vol 3[3], 135-145). This article presented different data analyses obtained from the sample also described in "The Relation of the Halstead- Reitan Neuropsychological Battery to Functional Daily Living Skills in Geriatric Patients" by Edwin J. Dunn, H. Russell Searight, Thomas Grisso, Ronald B. Margolis, and Judith L. Gibbons (Archives of Clinical Neuropsychology, 1990, Vol. 5, No. 2, pp. 103-117). The two papers described distinct approaches to competence assessment, using the sample. The 1990 paper described the Community Competence Scale, a test administered directly to the patient to assess daily living abilities, while the 1989 paper described data from the Scale of Competence in Independent Living Skills, an interview rating scale administered to a third party knowledgeable about the patient's living abilities. The 1990 paper was both submitted and published prior to the 1989 paper. Cross-references between the papers and footnotes about being based on the same sample were previously omitted. (The following abstract of the original article appeared in record 1991-15914-001.) Examined the relation between neuropsychological functioning, measured by the Halstead-Reitan Neuropsychological Test Battery, and daily living ability, assessed by the Scale of Competence in Independent Living Skills (SCILS) completed by a significant other. Ss were 40 geriatric patients (mean age 69.6 yrs) referred for suspected dementia. Results suggest that neuropsychological tests were moderately predictive of daily living skills. Four of the neuropsychological subtests (Speech Sounds Perception, Seashore Rhythm, Tactual Performance—Memory, and Finger Tapping—Dominant Hand) were found to be most strongly associated with daily living skills. Data suggest that although a global relation between the 2 domains exists, predictions about specific daily living skills may be unwarranted. The limitations of significant others' ratings of patients' functioning and of the SCILS are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of affect on social-information processing

This study examined the impact of four affect induction conditions (self-induced positive affect, music-induced positive affect, music-induced negative affect, and neutral affect) on the social-information-processing skills of 96 seventh-grade students with and without learning disabilities using the Dodge (1983) model of social skills. Following a 1-minute affect induction, students were presented with a social problem and asked a series of questions that tested their social skills. Although the results did not find significant differences between school-identified students with and without learning disabilities, there were significant main effects for language skills and affect induction. Students above the median on the Iowa Test of Basic Skills language test generated more solutions and fewer negative responses than students below the median. Students in the self-induced positive affect condition generated more solutions, whereas students in the music-induced positive affect condition generated more embellishments and perceived less interpretation (negative/positive), than students in the neutral and negative affect conditions. The implications of these results for research and practice are discussed.     

Social Effectiveness Therapy for Children: Three-Year Follow-Up.

This study reports the results of a 3-year follow-up assessment of children and adolescents diagnosed with social anxiety disorder (social phobia) and treated with Social Effectiveness Therapy for Children (SET-C), a comprehensive behavioral treatment program combining social skills training, peer generalization, and individualized exposure. Among 32 children initially treated with the protocol, 29 completed the follow-up assessment and were evaluated with a multidimensional assessment strategy, including self-report, parental report, clinician ratings, and behavioral assessment. Results indicated that the majority of posttreatment gains were maintained at 3-year follow-up, and 72% of treated children continued to be free of a social phobia diagnosis 3 years later. These findings support the long-term efficacy of SET-C for children and adolescents suffering from social phobia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpersonal communication skills differentiating more satisfying from less satisfying marital relationships.

In this study 25 statements representing specific communication skills were derived from a review of the literature and arranged as 2 scales: Interpersonal Communication Skills Inventory-Self (ICSI-Self) and Interpersonal Communication Skills Inventory-Spouse (ICSI-Spouse). Instruments completed by 111 married couples were the Marital Adjustment Test, the Marital Communication Inventory, the ICSI-Self, and the ICSI-Spouse. Scores on the Marital Adjustment Test were used to identify criterion groups as most satisfied (28 couples) and least satisfied (21 couples). A multiple discriminant analysis indicated that 14 of the 25 ICSI-Self items and 17 of the 25 ICSI-Spouse items differentiated the 2 criterion groups at the .05 level of significance or better. Findings suggest that the set of skills identified may be effective as a brief scale of potential use to marriage counselors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral treatment of childhood social phobia.

Sixty-seven children (ages 8 and 12) with social phobia were randomized to either a behavioral treatment program designed to enhance social skills and decrease social anxiety (Social Effectiveness Therapy for Children, SET-C) or an active, but nonspecific intervention (Testbusters). Children treated with SET-C were significantly more improved across multiple dimensions, including enhanced social skill, reduced social fear and anxiety, decreased associated psychopathology, and increased social interaction. Furthermore, 67% of the SET-C group participants did not meet diagnostic criteria for social phobia at posttreatment compared with 5% of those in the Testbusters group. Treatment gains were maintained at 6-month follow-up. The results are discussed in terms of treatment of preadolescent children with social phobia and the durability of treatment effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels.

This study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990) with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent, and student) for elementary- and secondary-aged students. A detailed comparison of these two instruments' comparability has not been previously reported and was considered important because of the frequent use of the SSRS in many externally funded research studies and school districts across the country. Comparisons between the two instruments focused on key reliability and validity estimates across the rating scales for three raters (teacher, parent, and student) using forms for elementary- and secondary-aged students. As hypothesized, the two instruments had high internal consistency estimates and moderately high validity indices for total scores for both social skills and problem behavior scales. The reliability comparisons revealed the SSIS-RS was superior to the SSRS with regard to internal consistency estimates. The validity estimates revealed expected convergent relationships with the strongest relationships consistently found among the various common subscales across all forms of the two instruments. The authors concluded that the SSIS-RS offers researchers and practitioners assessing social behavior of children and youth a broader conceptualization of key social behaviors and psychometrically superior assessment results when using the SSIS-RS over the SSRS. Future research on the SSIS-RS is also identified and contextualized within a multitiered intervention system. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The Lesbian, Gay and Bisexual Affirmative Counseling Self-Efficacy Inventory (LGB-CSI): Development, validation, and training implications.

Five studies on the development of the Lesbian, Gay, and Bisexual Affirmative Counseling Self-Efficacy Inventory (LGB-CSI) were conducted. Exploratory and confirmatory factor analyses of an initial pool of 64 items yielded 5 factors that assess counselor self-efficacy to perform lesbian, gay, and bisexual (LGB) affirmative counseling behaviors (Application of Knowledge, Advocacy Skills, Self-Awareness, Relationship, and Assessment Skills). The LGB-CSI evidenced high internal consistency; however, low test-retest reliability was found over a 2-week period. Convergent validity was supported by correlations with measures of general counseling self-efficacy and attitudes toward LGB individuals. Discriminant validity was evidenced by an absence of relations between the LGB-CSI and measures of social desirability, self-deceptive positivity, and impression management. Construct validity was supported by findings indicating varying levels of self-efficacy commensurate with status in the field. Recommendations for training interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of a computer-facilitated interactive social skills training program for boys with attention deficit hyperactivity disorder.

Children with attention deficit hyperactivity disorder (ADHD) are at significant risk for a variety of comorbid conditions, including social skills deficits. Although interventions addressing various aspects of social difficulties with these children have been developed, few researchers have integrated new technology with existing social skills intervention literature and investigated such approaches empirically. The purpose of this study was to investigate the effectiveness of a computer-mediated social skills training program for children diagnosed with ADHD. The program presented specific social skill sequences to four children with ADHD in a variety of computer-facilitated formats with video peer modeling, social problem-solving, and reinforcement components. Participants' abilities to demonstrate specific social problem-solving skills effectively in a behavioral analogue environment were evaluated. The study used a multiple-probe variation of the multiple-baseline design (MBD) across participants. All participants demonstrated improvements in ability to demonstrate effective social problem-solving skills in analogue role-play assessments with live peers. Follow-up data at 3 and 6 week intervals indicated that participants maintained their gains over time. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Growth in Standardized Ability and Achievement Test Scores From 3rd to 10th Grade.

Growth in Test of Cognitive Skills (TCS) scores and Comprehensive Tests of Basic Skills (CTBS) reading, math, and total achievement scores from 3rd to 10th grade was studied in 328 public school students in a middle-class suburban community. Surprisingly, groups differing in ability and achievement in 3rd grade made parallel progress over time, and some "fan-close" effects were found. With growth curve analysis of individual students using hierarchical linear models, initial status on cognitive ability predicted initial achievement scores but did not affect the rate of growth. Similarly, initial status in achievement predicted the intercept but not the slope in cognitive ability scores over time. Although replication is needed, this study illustrates how districts could use standardized test data to document growth of academic skills over time in high-, middle-, and low-achieving children: in racial or socioeconomic status subgroups; or in different classrooms, schools, or districts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)