Top

Gepubliceerd in:

25-01-2016 | Original Paper

Development of the Friendships and Social Skills Test (FASST): A Parent Report Measure

Auteurs: Stephen P. H. Whiteside, Denis M. McCarthy, Leslie A. Sim, Bridget K. Biggs, Joshua E. Petrikin, Michael W. Mellon

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 6/2016

Abstract

This paper describes the initial development of the Friendships and Social Skills Test (FASST), a clinically oriented 25-item parent report measure of child peer relationships and social skills in a community (N = 423) and clinical sample (N = 159) of elementary school age children. Confirmatory factor analyses supported five factors measuring pro-social skills, negative peer directed behavior, friendship interactions, peer victimization, and the level of concern expressed about a child’s social functioning. Internal consistency and test–retest reliability of the FASST factors predominately ranged from moderate to very good. Validity was supported through higher scores in at-risk and clinical groups compared to children in the community and through correlations with an existing measure of social skills and emotional and behavioral functioning. Cross-informant validity was supported by correlations with teacher-report. Moreover, the scales measuring negative social behaviors and pro-social skills predicted changes in peer victimization and concern expressed about the child over a 1-year duration. By assessing positive and negative aspects of peer-directed behaviors and relationships the FASST has the potential to facilitate the identification and treatment of childhood social deficits in mental health settings.

vorige artikel Do Youth Development Programs Matter? An Examination of Transitions and Well-Being Among Military Youth

volgende artikel Kinship Support and Academic Efficacy Among College Students: A Cross-Sectional Examination

Aldridge, F. J., Gibbs, V. M., Schmidhofer, K., & Williams, M. (2012). Investigating the clinical usefulness of the Social Responsiveness Scale (SRS) in a tertiary level, autism spectrum disorder specific assessment clinic. Journal of Autism and Developmental Disorders, 42, 294–300.CrossRefPubMed

Asher, S. R., & Renshaw, P. D. (1981). Children without friends: Social knowledge and social skill training. In S. R. Asher & J. M. Gottman (Eds.), The development of children’s friendships (pp. 273–296). New York: Cambridge University Press.

Bierman, K. L., Torres, M. M., & Schofield, H.-L. T. (2010). Developmental factors related to the assessment of social skills. In D. W. Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 119–134). New York: Springer.CrossRef

Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., & O’Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22(4), 737–748.CrossRefPubMedPubMedCentral

Bracken, B. A., Keith, L. K., & Walker, K. C. (1994). Assessment of preschool behavior and social–emotional functioning: A review of thirteen third-party instruments. Assessment in Rehabilitation and Exceptionality, 1, 331–346.

Cairns, R. B., Leung, M. C., Gest, S. D., & Cairns, B. D. (1995). A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the Interpersonal Competence Scale. Behaviour Research and Therapy, 33(6), 725–736.CrossRefPubMed

Calamari, J. E., Hale, L. R., Heffelfinger, S. K., Janeck, A. S., Lau, J. J., Weerts, M. A., et al. (2001). Relations between anxiety sensitivity and panic symptoms in nonreferred children and adolescents. Journal of Behavior Therapy and Experimental Psychiatry, 32(3), 117–136.CrossRefPubMed

Campbell, C., Hansen, D. J., & Nangle, D. W. (2010). Social skills and psychological adjustment. In D. W. Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 51–67). New York: Springer.CrossRef

Cartwright-Hatton, S., Tschernitz, N., & Gomersall, H. J. (2005). Social anxiety in children: Social skills deficit, or cognitive distortion? Behaviour Research and Therapy, 43(2005), 131–141.CrossRefPubMed

Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309–319.CrossRef

Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.

Coie, J. D., Terry, R., Lenox, K., & Lochman, J. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7(4), 697–713.CrossRef

Cole, D. A., Martin, J. M., Powers, B., & Truglio, R. (1996). Modeling causal relations between academic and social competence and depression: A multitrait-multimethod longitudinal study of children. Journal of Abnormal Psychology, 105(2), 258–270.CrossRefPubMed

Crawford, A. M., & Manassis, K. (2011). Anxiety, social skills, friendship quality, and peer victimization: An integrated model. Journal of Anxiety Disorders, 25(7), 924–931.CrossRefPubMed

Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67(5), 2317–2327.CrossRefPubMed

Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33(4), 579–588.CrossRefPubMed

Crowe, L. M., Beauchamp, M. H., Catroppa, C., & Anderson, V. (2011). Social function assessment tools for children and adolescents: A systematic review from 1988 to 2010. Clinical Psychology Review, 31(5), 767–785. doi:10.1016/j.cpr.2011.03.008.CrossRefPubMed

Demaray, M. K., & Ruffalo, S. L. (1995). Social skills assessment: A comparative evaluation of six published rating scales. School Psychology Review, 24, 648–672.

Dirks, M. A., Treat, T. A., & Weersing, V. R. (2007). Integrating theoretical, measurement, and intervention models of youth social competence. Clinical Psychology Review, 27(3), 327–347.CrossRefPubMed

Dodge, K. A. (1983). Behavioral antecedents of peer social status. Child Development, 54, 1386–1399.CrossRef

Elliot, S. N., Gresham, F. M., Frank, J. L., & Beddow, P. A. (2008). Intervention validity of social behaivor rating scales: Features of assessments that link results to treatment plans. Assessment for Effective Intervention, 34, 15–24.CrossRef

Erdley, C. A., Nangle, D. W., Burns, A. M., Holleb, L. J., & Kaye, A. J. (2010). Assessing children and adolescents. In D. W. Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 69–85). New York: Springer.CrossRef

Fantuzzo, J., Manz, P. H., & McDermott, P. (1998). Preschool version of the Social Skills Rating System: An empirical analysis of its use with low-income children. Journal of School Psychology, 36, 199–214.CrossRef

Frankel, F. (1996). Good friends are hard to find. Los Angeles: Perspective Publishing.

Frankel, F., & Myatt, R. (2003). Children’s friendship training. New York: Brunner-Routledge.

Frederick, B. P., & Olmi, D. J. (1994). Children with attention-deficit/hyperactivity disorder: A review of the literature on social skills deficits. Psychology in the Schools, 31, 288–296.CrossRef

George, D., & Mallery, P. (2003). SPSS for windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.

Gottman, J., Gonso, J., & Rasmussen, B. (1975). Social interaction, social competence, and friendship in children. Child Development, 46(3), 709–718.CrossRefPubMed

Greco, L. A., & Morris, T. L. (2005). Factors influencing the link between social anxiety and peer acceptance: Contributions of social skills and close friendships during middle childhood. Behavior Therapy, 36, 197–205.CrossRef

Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system manual. Circle Pines, MN: American Guidance Service.

Gresham, F. M., Elliot, S., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social Skills Rating System to the Social Improvement System: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26, 27–44.CrossRef

Grills-Taquechel, A. E., Polifroni, R., & Pane, H. T. (2010) Methods for assessing and treating bully-victim problems for individual children and adolescents. In E. M Vernberg & B. K Biggs (Eds.), Preventing and treating bullying and victimization. (pp. 135-160). New York, US: Oxford University Press

Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87–97.CrossRef

Hartup, W. W., & Laursen, B. (1993). Conflict and context in peer relations. In C. H. Hart (Ed.), Children on playgrounds. Albany, NY: State Univeristy of New York Press.

Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424–453.CrossRef

Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children’s peer relationships: Longitudinal prediction of internalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004–2021.

Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: An overview and some recommendations. Psychological Methods, 14, 6–23.CrossRefPubMed

Jamyang-Tshering, K. (2004). Social competence in preschoolers: An evaluation of the psychometric properties of the preschool Social Skills Rating System (SSRS). Dissertation Abstracts International: Section B: The Sciences & Engineering, 65, 2688.

Ladd, G. W., & Cairns, E. (1996). Children: Ethnic and political violence. Child Development, 67(1), 14–18.CrossRefPubMed

Ladd, G. W., & Price, J. M. (1993). Playstyles of peer accepted and peer-rejected children on the playground. In C. H. Hart (Ed.), Children on playgrounds (pp. 130–161). Albany, NY: State University of New York Press.

Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, 1008–1024.CrossRef

Landau, S., Milich, R., & Diener, M. B. (1998). Peer relations of children with attention-deficit hyperactivity disorder. Reading & Writing Quarterly: Overcoming Learning Difficulties, 14, 83–105.CrossRef

Lee, S. S., Falk, A. E., & Aguirre, V. P. (2012). Association of comorbid anxiety with social functioning in school-age children with and without attention-deficit/hyperactivity disorder (ADHD). Psychiatry Research, 197, 90–96. doi:10.1016/j.psychres.2012.01.018.CrossRefPubMed

Luiselli, J. K., McCarty, J. C., Coniglio, J., Zorilla-Ramirez, C., & Putnam, R. F. (2005). Social skills assessment and intervention: Review and recommendations for school practitioners. Journal of Applied School Psychology, 21(1), 21–38.CrossRef

Manz, P. H., Fantuzzo, J., & McDermott, P. (1999). The parent version of the preschool social skills rating scale: An analysis of its use with low-income, ethnic minority children. School Psychology Review, 28, 493–504.

Matson, J. L., & Wilkins, J. (2009). Psychometric testing methods for children’s social skills. Research in Developmental Disabilities, 30(2), 249–274. doi:10.1016/j.ridd.2008.04.002.CrossRefPubMed

Meier, S. T. (2000). Treatment sensitivity of the PE form of the Social Skills Rating Scales: Implications for test construction procedures. Measurement & Evaluation in Counseling & Development, 33, 144–156.

Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality, 9, 3–18.CrossRef

Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and adolescents: Conceptualization, assessment, treatment. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Morris, T. L. (2001). Social Phobia. In M. W. Vasey & M. R. Dadds (Eds.), The developmental psychopathology of anxiety. New York: Oxford University Press.

Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.

Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113(1), 99–128.CrossRefPubMed

Nunnally, J., & Bernstein, I. (1994). Psychometric theory (3rd ed.). New York: McGraw Hill.

Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60(1), 80–87.CrossRefPubMed

Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357–389.CrossRefPubMed

Pepler, D. J., & Craig, W. M. (1998). Assessing children’s peer relationships. Child Psychology and Psychiatry Review, 3, 176–182.CrossRef

Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709.PubMed

Renshaw, P. D., & Asher, S. R. (1983). Children’s goals and strategies for social interaction. Merrill-Palmer Quarterly, 29, 353–374.

Reynolds, C. R., & Kamphaus, R. W. (2004). Behavioral assessment system for children second edition: manual. Minneapolis, MN: Pearson.

Serwik, A. K., Holleb, L. J., & Fales, J. (2010). Child Measures. In D. W. Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 253–325). New York: Springer.CrossRef

Smith, A. J., Jordan, J. A., Flood, M. F., & Hansen, D. J. (2010). Social skills interventions. In D. W. Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills (pp. 99–115). New York: Springer.CrossRef

Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84–96.CrossRef

U. S. Census Bureau. (2010). Race and Hispanic or Latino: Cities and townships of Olmsted County, Minnesota. Retrieved September 1, 2015, from http://www.co.olmsted.mn.us/yourgovernment/demographics/Documents/2010data/2010PopulationCitiesTownshipsbyRace.pdf.

Van der Oord, S., Van der Meulen, E. M., Prins, P. J., Oosterlaan, J., Buitelaar, J. K., & Emmelkamp, P. M. (2005). A psychometric evaluation of the social skills rating system in children with attention deficit hyperactivity disorder. Behaviour Research and Therapy, 43(6), 733–746.CrossRefPubMed

Walker, H. M., & McConnell, S. R. (1995). The Walker-McConnell Scale of social competence and school adjustment (SSCA). Austin, Tx: Pro-Ed. Republished by Belmont, CA: Wadsworth/Thomson Learning.

Whiteside, S. P., McCarthy, D. M., & Miller, J. D. (2007). An examination of the factor structure of the Social Skills Rating System parent elementary form. Assessment, 14(3), 246–254. doi:10.1177/1073191107302062.CrossRefPubMed

Titel: Development of the Friendships and Social Skills Test (FASST): A Parent Report Measure
Auteurs: Stephen P. H. Whiteside
Denis M. McCarthy
Leslie A. Sim
Bridget K. Biggs
Joshua E. Petrikin
Michael W. Mellon
Publicatiedatum: 25-01-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 6/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-016-0362-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2016

Understanding Young Adults’ Reports of Contact with their Parents in a Digital World: Psychological and Familial Relationship Factors

Do Youth Development Programs Matter? An Examination of Transitions and Well-Being Among Military Youth

Emotion Regulation in Relation to Emerging Adults’ Mental Health and Delinquency: A Multi-informant Approach

Associations Between Temperament, Emotion Regulation, and Depression in Youth: The Role of Positive Temperament

Development of Externalizing Behaviors in the Context of Family and non-Family Relationships

Sibling Relationships in Emerging Adulthood: Associations with Parent–Child Relationship