Measuring the social competence of preschool children with specific language impairment: correspondence among informant ratings and behavioral ... Topics in Early Childhood Special Education
Book Details
Author(s)Paul C. McCabe, Debra J. Marshall
PublisherThomson Gale
ISBN / ASINB000QCUGQ0
ISBN-13978B000QCUGQ2
AvailabilityAvailable for download now
Sales Rank13,180,010
MarketplaceUnited States 🇺🇸
Description
This digital document is an article from Topics in Early Childhood Special Education, published by Thomson Gale on December 22, 2006. The length of the article is 10005 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: The correspondence between direct observation and informant ratings of preschool children with specific language impairment (SLI) was investigated. Preschoolers with and without SLI were observed during free play using the Social Interactive Coding System (SICS; Rice, Sell, & Hadley, 1990). In addition, teachers and parents completed the Social Competence Behavior Evaluation Scale (La Freniere & Dumas, 1995), Teacher-Child Rating Scale (Perkins & Hightower, 2002), and Parent-Child Rating Scale (Primary Mental Health Project, 1999). SICS observations were compared with the results of each rating scale. Results indicated low to moderate correlations between the SICS and teacher ratings and between the SICS and the parent ratings. Differences between children with and without SLI were observed, including differences in communication style and preferred audience (adults versus peers), responsiveness to social initiations, and play style. Problems of task orientation, peer social skills, assertiveness, isolation, and behavioral control were also noted. A multimethod, multisource assessment was recommended.
Citation Details
Title: Measuring the social competence of preschool children with specific language impairment: correspondence among informant ratings and behavioral observations.
Author: Paul C. McCabe
Publication:Topics in Early Childhood Special Education (Magazine/Journal)
Date: December 22, 2006
Publisher: Thomson Gale
Volume: 26 Issue: 4 Page: 234(13)
Distributed by Thomson Gale
From the author: The correspondence between direct observation and informant ratings of preschool children with specific language impairment (SLI) was investigated. Preschoolers with and without SLI were observed during free play using the Social Interactive Coding System (SICS; Rice, Sell, & Hadley, 1990). In addition, teachers and parents completed the Social Competence Behavior Evaluation Scale (La Freniere & Dumas, 1995), Teacher-Child Rating Scale (Perkins & Hightower, 2002), and Parent-Child Rating Scale (Primary Mental Health Project, 1999). SICS observations were compared with the results of each rating scale. Results indicated low to moderate correlations between the SICS and teacher ratings and between the SICS and the parent ratings. Differences between children with and without SLI were observed, including differences in communication style and preferred audience (adults versus peers), responsiveness to social initiations, and play style. Problems of task orientation, peer social skills, assertiveness, isolation, and behavioral control were also noted. A multimethod, multisource assessment was recommended.
Citation Details
Title: Measuring the social competence of preschool children with specific language impairment: correspondence among informant ratings and behavioral observations.
Author: Paul C. McCabe
Publication:Topics in Early Childhood Special Education (Magazine/Journal)
Date: December 22, 2006
Publisher: Thomson Gale
Volume: 26 Issue: 4 Page: 234(13)
Distributed by Thomson Gale
