Defining social skills

Grover, Rachel L.; Nangle, Douglas W.; Buffie, Michelle L.; Andrews, Laura

doi:10.1016/b978-0-12-817752-5.00001-9

Cited by 22 publications

(18 citation statements)

References 38 publications

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“…The generalizability of these measures is also limited by the strong link between social skills assessment and cultural context ( Cavell, 1990 ; Chapdelaine and Alexitch, 2004 ; Lane et al, 2013 ; Grover et al, 2020 ). Future research is needed to test the measure in different cultural contexts.…”

Section: Limits and Future Directionsmentioning

confidence: 99%

Adaptation and validation of two annotation scales for assessing social skills in a corpus of multimodal collaborative interactions

Bagnou

Prigent²,

Martin³

et al. 2022

Front. Psychol.

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ContextBehavioral observation scales are important for understanding and assessing social skills. In the context of collaborative problem-solving (CPS) skills, considered essential in the 21st century, there are no validated scales in French that can be adapted to different CPS tasks. The aim of this study is to adapt and validate, by annotating a new video corpus of dyadic interactions that we have collected, two observational scales allowing us to qualitatively assess CPS skills: the Social Performance Rating Scale (SPRS) and the Social Skills of Collaboration Scale (SSC).MethodThe construct validity of these two scales was assessed by exploratory factor analysis and inter-item correlations. We also checked inter-judge agreement using inter-class correlation coefficients. Internal consistency was determined using Cronbach’s alpha and convergent and divergent validity by assessing correlations between the two scales and measures of depression and alexithymia. Finally, the discriminative properties of the two scales were analyzed by comparing the scores obtained by a group of anxious individuals and a non-anxious control group.ResultsThe results show that our two scales have excellent inter-item correlations. Internal consistency is excellent (alpha SPRS =0.90; SSC = 0.93). Inter-rater agreement ranged from moderate to high. Finally, convergent validity was significant with the alexithymia scale, as was divergent validity with the depression scale. Anxious individuals had lower scores on both scales than non-anxious individuals.ConclusionBoth scales show good psychometric properties for assessing social skills relevant to different collaborative tasks. They also identify individuals with difficulties in social interaction. Thus, they could allow monitoring the effectiveness of training social skills useful in CPS.

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Section: Limits and Future Directionsmentioning

confidence: 99%

Adaptation and validation of two annotation scales for assessing social skills in a corpus of multimodal collaborative interactions

Bagnou

Prigent²,

Martin³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

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“…Based on these findings, it is assumed that individual levels of autistic traits and social skills may be influenced by classmates' average level of social skills. This study defines social skills as those needed to behave competently in a specific social situation (Harrison and Oakland, 2015;Grover et al, 2020). Accordingly, the term encompasses a wide range of skills, including, for example, prosocial skills like helping or praising others and skills such as saying thank you or expressing emotions (Harrison and Oakland, 2015).…”

Section: The Influence Of Classmates' Social Skillsmentioning

confidence: 99%

“…There are numerous definitions of social skills in the existing literature. In this study, social skills are defined as the skills needed to behave competently in a specific social situation (Harrison and Oakland, 2015;Grover et al, 2020). Knowing more about the influence of classmates' social skills on individual autistic traits and social skills can promote a better understanding of the development of students with high levels of autistic traits and illuminate new avenues for classroom interventions to support them.…”

Section: Introductionmentioning

confidence: 99%

Classroom influence—Do students with high autistic traits benefit from their classmates’ social skills?

Nenniger

2022

Front. Educ.

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IntroductionChildren and adolescents with intellectual disability (ID) and high levels of autistic traits often attend special needs classrooms where they spend a lot of time with other students who demonstrate diverse impairments and competencies. Research in typical development shows that classmates and the classroom composition in terms of specific classmate competencies can have a strong impact on individual social development. In this context, classmates’ social skills are of particular interest, as they are associated with successful social interaction and the ability to establish and maintain social relationships. Based on these associations, the present study investigated whether the levels of autistic traits and social skills in children and adolescents with ID and high levels of autistic traits are influenced by their classmates’ levels of social skills.MethodsA longitudinal design was used, with the first measurement point at the beginning of the school year and the second at the end of the school year. School staff members provided information on 330 students with ID and high levels of autistic traits (20.6% girls; mean age 10.17 years, SD = 3.74) who were schooled in 142 classrooms across 16 Swiss special needs schools.ResultsResults showed that students’ individual levels of autistic traits and social skills at T2 were not predicted by the classroom level of social skills at T1 when controlling for individual levels of autistic traits, individual levels of social skills, gender, age, and general levels of functioning at T1.DiscussionConsidering the present findings, perspectives for further research and support of children and adolescents with ID and high levels of autistic traits within the classroom context are discussed.

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“…The most up-to-date typology of social skills [29] is based on the target areas of their application and includes communication skills, emotion regulation skills, cognitive skills, and problem-solving skills.…”

Section: Types Of Social Skills In Autism: An Overview Of the Main Ap...mentioning

confidence: 99%

Typology of Social Skills and Their Impairments in Children with Autism Spectrum Disorders

Horishna¹

2022

Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”

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The growing number of children with autism spectrum disorders determines the need for correctional and developmental work with this category of children, including the improvement of social skills. The purpose of the study is to review the main approaches to determining the types of social skills and their impairments in children with autism, and its task is to identify criteria for distinguishing the types of social skills and categories of difficulties associated with their development by children with autism. To achieve this goal, a desk study was conducted using general scientific methods of data analysis, generalisation, and comparison. The influence of social skills disorders on the functioning of children with autism spectrum disorders in society, their social and mental well-being is analysed. Various approaches to identifying types of social skills are presented, depending on the classification criteria, such as the internal complexity of the skill, the order and scope of its application. The study describes the causes of difficulties in mastering social skills by children with autism. The nature and content of difficulties that may arise during acquisition and the impact of underdevelopment or insufficient level of proficiency in one group of skills on others are revealed. The need to implement a comprehensive and thoughtful approach to the development of social skills is highlighted. The practical significance of the study lies in the fact that its results can be used in planning, implementing, and evaluating the effectiveness of interventions in the development of social skills in children with autism.

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Defining social skills

Cited by 22 publications

References 38 publications

Adaptation and validation of two annotation scales for assessing social skills in a corpus of multimodal collaborative interactions

Adaptation and validation of two annotation scales for assessing social skills in a corpus of multimodal collaborative interactions

Classroom influence—Do students with high autistic traits benefit from their classmates’ social skills?

Typology of Social Skills and Their Impairments in Children with Autism Spectrum Disorders

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