Rates of Classroom Participation and the Validity of Sociometry

Hamilton, Chad; Fuchs, Douglas; Fuchs, Lynn S.; Roberts, Holley

doi:10.1080/02796015.2000.12086013

Cited by 18 publications

(11 citation statements)

References 58 publications

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“…The participation level by the intact general education classes was 100% except for a few absentees. According to Hamilton et al (2000) student participation within the class of at least 75% yields higher validity and reliability when measuring sociometric status of students with disabilities. The results of this study indicated that there were differences in the acceptance rates of students with MID and their peers without disabilities.…”

Section: Resultsmentioning

confidence: 99%

“…Although the nominal technique may also include the naming of peers with whom one would not like to socialize, the preservice teachers were asked to use only positive examples. Hamilton, Fuchs, Fuchs, and Roberts (2000) in their sociometric study mention concerns by parents and teachers of the possible result of "hate lists" being generated in the participants' minds when negative questions are used. By not using negative examples, this possible aversive side effect was avoided, even though Iverson and Barton (1997) determined in their study that using negatives did no harm.…”

Section: Methodsmentioning

confidence: 99%

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An Outcome Measure for Social Goals of Inclusion

Smoot

2004

Rural Special Education Quarterly

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Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even in isolated small school systems. For students with mild intellectual disabilities (MID) this placement is meant to accomplish both the academic and the social goals in their individualized educational programs (IEP). Measuring progress in the achievement of social goals is less straightforward than measuring academic improvements. This study used a simple sociometric assessment technique to measure how much general education peers socially accepted the students with MID in the general education setting. At the time of this study, the students with MID were placed in general education classrooms using the old “mainstreaming” model for a minimal length of time in a limited number of nonacademic settings. The participants were 61 students with MID and their 286 general education peers. Preservice special education teachers were trained to use nominal sociometry to measure peer acceptance. The data were aggregated for statistical analysis. The procedure used was counting the number of students who were not named at least once as a friend by general education peers during two opportunities. The findings were that only 43% of the students with MID were named at least once by a nondisabled peer while 85% of general education students were chosen at least once. There were no differences by gender or educational level. These data can provide a baseline for school systems desiring to measure the effectiveness of inclusion programs in rural elementary, middle or secondary schools. The newer inclusion programs that increase the amount of time that students with MID spend in general education with appropriate supports should have better social outcomes when measured in a similar manner.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

An Outcome Measure for Social Goals of Inclusion

Smoot

2004

Rural Special Education Quarterly

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“…Sociometric exercises can take the form of peer ratings, whereby peers rate a child on a Likert scale as to how well liked or disliked he or she is (Hamilton, Fuchs, Fuchs, & roberts, 2000). However, the more common method of obtaining sociometrics is through peer nominations.…”

Section: Sociometricsmentioning

confidence: 99%

Clinical Assessment of Child and Adolescent Personality and Behavior

Frick¹,

Barry²,

Kamphaus³

2020

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except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. While the advice and information in this book are believed to be true and accurate at the date of going to press, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

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“…Teachers were female and their professional experience did not differ according to condition, t(6) = 1.05, ns, with an overall mean of 14.3 years (SD = 9.1). Parental consent was obtained for an average of 86.9% of children per class (range = 72.0%-95.2%), an acceptable participation rate for a sociometric study (see Hamilton, Fuchs, Fuchs, & Roberts, 2000). The sample comprised a total of 153 children (52% female).…”

Section: Methods Participantsmentioning

confidence: 99%

Differential Effects of Peer-Assisted Learning Strategies on Students’ Social Preference and Friendship Making

Dion

Fuchs

2005

Behavioral Disorders

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This experimental study examined the influence of a classwide peer-tutoring reading program (Peer-Assisted Learning Strategies; PALS) on the quality of social relationships of elementary school children. Using a sociometric procedure, social preference and friendships were evaluated before and after the PALS program. Overall (mean) and differential (conditional on pre-treatment status) effects were considered. Modest positive effects were detected, but only for children who were unpopular or had no friends before the intervention. We discuss the possibility that problem behaviors may negate the generally positive effects of peer-mediated activity on social relations.

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Rates of Classroom Participation and the Validity of Sociometry

Cited by 18 publications

References 58 publications

An Outcome Measure for Social Goals of Inclusion

An Outcome Measure for Social Goals of Inclusion

Clinical Assessment of Child and Adolescent Personality and Behavior

Differential Effects of Peer-Assisted Learning Strategies on Students’ Social Preference and Friendship Making

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