Observational assessment of young children's social behavior with peers

Brown, William H.; Odom, Samuel L.; Holcombe, Ariane

doi:10.1016/s0885-2006(96)90027-7

Cited by 33 publications

(25 citation statements)

References 45 publications

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“…The present study offers a step towards providing practitioners with empirical results that directly inform classroom practices involving minority children. All the competencies in this study-including qualities of temperament, language, and emotional behavior-are specific, observable capacities that parents, preschool and elementary school teachers, and psychologists can assess, discuss and monitor together (Brown, Odom, & Holcombe, 1996).…”

Section: Implications For Early Educational Assessment and Practicementioning

confidence: 99%

Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations

Smith

McDermott

Fantuzzo

2001

Psychology in the Schools

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School psychologists and teachers are frequently asked to assess the level of social competence of preschool children as one indicator of their academic readiness. However, many assessment instruments available to psychologists working in early childhood settings fail to consider important contexts where children acquire social competencies. This study presents a comprehensive picture of multiple constructs that play a role in understanding African American preschool children's social competence. Domains of temperament, language, self-regulation, and peer play were assessed within a classroom context for a sample of 139 low-income African American children attending Head Start. Findings support the importance of considering both children's developmental stage and their gender when evaluating aspects of social competence, particularly temperament and interactive peer play abilities. As a group, younger boys experienced the greatest difficulties with initiating and sustaining play activities with classmates. Language abilities and self-regulation were significantly greater among older preschool children. Implications for school psychologists conducting preschool assessment, intervention, and outreach to parents and teachers within early childhood settings are discussed.

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Section: Implications For Early Educational Assessment and Practicementioning

confidence: 99%

Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations

Smith

McDermott

Fantuzzo

2001

Psychology in the Schools

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“…As a child interacts with others, social competence skills begin to develop early and continue to evolve throughout one's life. Social competence is demonstrated in one's interactions with peers including the choice of behaviors used and ability to accomplish a predetermined social goal (Brown et al 1986;Odom et al 2008). Although many individuals develop social competence without explicit instruction, for individuals with autism spectrum disorders (ASD) the acquisition of social competence can be quite challenging.…”

Section: Introductionmentioning

confidence: 99%

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

Whalon

Conroy

Martinez

et al. 2015

J Autism Dev Disord

118

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The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings.

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“…Plusieurs auteurs proposent des recensions d'outils permettant l'observation des comportements sociaux entre enfants (p. ex., Brown, odom & holcombe, 1996 ;cone, 1999 ;Pellegrini, 2001). il est toutefois nécessaire d'établir préalablement les centrations de l'observation et le contexte interpersonnel à l'intérieur duquel les enfants seront observés.…”

Section: Resultsunclassified

L’utilisation de mesures indirectes et directes du comportement dans l’évaluation des interventions ciblant les enfants agressifs

Poulin

Moisan

Cantin

2014

mee

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L’efficacité des interventions auxquelles sont exposés les enfants agressifs doit être évaluée avec rigueur. Pour ce faire, les chercheurs et praticiens doivent disposer de mesures fiables, valides, exemptes de biais et qui soient suffisamment sensibles pour permettre de détecter tout changement dans le comportement des enfants. Le premier objectif de cet article consiste à mettre en évidence les limites associées à l’utilisation de mesures indirectes pour évaluer le comportement des enfants exposés à une intervention. Le second objectif vise à illustrer les enjeux associés à l’utilisation de mesures directes basées sur l’observation du comportement. Une analyse des différentes possibilités qui s’offrent aux chercheurs et aux praticiens, notamment en ce qui a trait au choix des comportements ciblés par l’observation et au contexte où se déroule l’observation, est proposée.Behavioral outcomes of intervention targeting young aggressive children have to be carefully assessed. Researchers and practioners need reliable, valid, and bias-free instruments that are also sensitive enough to detect any change in children’s behavior. The first goal of this article is to highlight limitations imposed by indirect measures of behavioral assessment with children exposed to an intervention. The second goal is to illustrate issues related to direct behavioral assessment using observation procedure. The different options for researchers and practioners regarding the choice of behavioral targets and observation settings are discussed.A eficácia das intervenções às quais são expostas as crianças agressivas deve ser avaliada com rigor. Para tal, os investigadores e os práticos devem dispor de medições fiáveis, válidas, isentas de enviesamentos e que sejam suficientemente sensíveis para permitir detectar toda a mudança no comportamento das crianças. o primeiro objectivo deste artigo consiste em evidenciar os limites associados à utilização de medições indirectas para avaliar o comportamento das crianças expostas a uma intervenção. o segundo objectivo visa ilustrar os desafios associados à utilização de medições directas baseadas sobre a observação do comportamento. é proposta uma análise das diferentes possibilidades que se apresentam aos investigadores e aos práticos, nomeadamente no que se refere à escolha de comportamentos-alvo para a observação e ao contexto no qual se desenvolve a observação

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Observational assessment of young children's social behavior with peers

Cited by 33 publications

References 45 publications

Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations

Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

L’utilisation de mesures indirectes et directes du comportement dans l’évaluation des interventions ciblant les enfants agressifs

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