A Study in Prediction of Social Behavior of Preschool Children

Marshall, Helen R.; McCandless, Boyd R.

doi:10.2307/1125877

Cited by 104 publications

(34 citation statements)

References 7 publications

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“…Reprints may be obtained from Phillip S. Strain, School of Education, American University, Washington, D.C. 20016. Marshall and McCandless, 1957) indicates that the interactions of preschool children with ageappropriate social repertoires are reciprocal. That is, those children emitting the most positive social behaviors receive the most positive social events from peers and vice versa.…”

mentioning

confidence: 99%

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp¹

Strain

Shores

Kerr

1976

J of App Behav Analysis

186

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The effects of prompting and social reinforcement directed to target subjects on their social behavior and that of peers who never received prompting and reinforcement for positive social behavior, were examined. In a combined reversal and multiple-baseline design, three behaviorally handicapped preschool boys who exhibited divergent social behavior repertoires and varied histories with social reinforcement events, were sequentially exposed to intervention conditions in order to investigate "spillover" of treatment effects. Prompting and reinforcement increased positive social behavior and decreased negative social behavior emitted by all target subjects. The results also demonstrated a "spillover" effect on two target subjects, who at various times were not under intervention, and on the peers as well. The findings suggest that: (a) the direct and indirect effects of intervention procedures may be enhanced by designing treatment based on the social repertoire and reinforcement histories of the subjects; and (b) the treatment "spillover" effect may be increased by applying procedures to two children at once, rather than to one at a time.DESCRIPTORS: peers, social reinforcement, social behavior, preschool classroom, recording and measurement techniques, vicarious reinforcement, behaviorally handicapped preschoolers In recent years, a growing number of experimental studies has been concerned with promoting constructive social interaction among preschool children

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mentioning

confidence: 99%

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp¹

Strain

Shores

Kerr

1976

J of App Behav Analysis

186

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show abstract

“…Rather than nominating three students as in this study, the child rates each child's picture by marking a positive, neutral, or negative face. Moreover, research has not supported strong relationships or high predictability between observation and preschool peer sociometric measure (Gottman, 1977a;Marshall, 1957;Marshall and McCandless, 1957).…”

Section: Discussionmentioning

confidence: 99%

“…The peer nomination sociometric reported by Marshall and McCandless (1957) and more recently by Gottman (1977a) (Gottman, Gonso, and Schuler, 1976 All children in all 20 classrooms were tested in an identical manner. As in Gottman (1977a) and Tiktin and Hartup (1965) (/) was drawn through the respondent's ID number.…”

Section: Peer Nomination Sociometric Screening Measurementioning

confidence: 99%

Selecting a Cost‐effective Screening Measure for the Assessment of Preschool Social Withdrawal

Greenwood¹,

Walker²,

Todd³

et al. 1979

J of App Behav Analysis

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The utility of teacher judgment (rankings, ratings) and peer judgment (sociometric ratings) were studied as screening variables for preschool social withdrawal/responsiveness. Observational measures of preschoolers' interaction were used as the validation criterion based upon theoretical, empirical, and practical considerations related to development of a multipurpose behavioral assessment system. Results indicated that teacher rankings of students' verbal interaction frequencies (1) were most highly correlated to interaction rate in two preschool settings, (2) had test-retest reliability consistently above Rho = .80, and (3) were useful in that 77% of teachers using this procedure could identify their least socially responsive student within five rankings. The peer nomination sociometric rating was the least reliable measure at retest (Rho = .35) and showed consistently the lowest correlation with observational indices of interaction partner preferences, e.g., reciprocal rate (Rho = .29 to .39). The tendency for relationships among screening measures and the criterion to increase at retest suggested a training effect on screening accuracy. The use of teacher rankings in combination with observational measures to confirm selection accuracy and for monitoring treatment progress is discussed as a cost-effective behavioral assessment procedure for preschool social withdrawal/responsiveness.

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“…Identical results were found by Parten (1932) and Reuter and Yunick (1973). Verbal interactions increase (Berk, 1971;Garvey & Hogan, 1973;McGrew, 1972;Reuter & Yunick, 1973) and reciprocity in both verbal behavior (Mueller, 1972) and positive contacts Hartup, Glazer, & Charlesworth, 1967;Kohn, 1966;Marshall & McCandless, 1957;Moore, 1967) occurs. Social contacts in general (Gott, 1934) become more frequent as children grow older.…”

Section: Rationalementioning

confidence: 99%

Sex Differences in Social Development

Lueke

2016

Encyclopedia of Evolutionary Psychological Science

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A Study in Prediction of Social Behavior of Preschool Children

Cited by 104 publications

References 7 publications

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp¹

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp¹

Selecting a Cost‐effective Screening Measure for the Assessment of Preschool Social Withdrawal

Sex Differences in Social Development

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A Study in Prediction of Social Behavior of Preschool Children

Cited by 104 publications

References 7 publications

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp1

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp1

Selecting a Cost‐effective Screening Measure for the Assessment of Preschool Social Withdrawal

Sex Differences in Social Development

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Product

Resources

About

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp¹

AN EXPERIMENTAL ANALYSIS OF “SPILLOVER” EFFECTS ON THE SOCIAL INTERACTION OF BEHAVIORALLY HANDICAPPED PRESCHOOL CHILDRENsp¹