Swipe om te navigeren naar een ander artikel
While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals’ and families’ beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Beebe-Frankenberger, M., Lane, K. L., Bocian, K. M., Gresham, F. M., & MacMillan, D. L. (2005). Students with or at risk for problem behavior: Betwixt and between teacher and parent expectations. Preventing School Failure: Alternative Education for Children and Youth,49(2), 10–17. CrossRef
Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders, vol. 1: Diagnosis, development, neurobiology, and behavior (3rd ed., pp. 312–334). Hoboken, NJ: Wiley.
Constantino, J. N., Davis, S., Todd, R., Schindler, M., Gross, M., Brophy, S., et al. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised. Journal of Autism and Developmental Disorders,33(4), 427–433. PubMedCrossRef
Constantino, J. N., & Gruber, C. P. (2005). The Social Responsiveness Scale. Los Angeles, CA: Western Psychological Services.
Diperna, J. C., & Volpe, R. J. (2005). Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample. Psychology in the Schools,42(4), 345–354. CrossRef
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed., Vol. III, pp. 1017–1095). New York: Wiley.
Elliott, S. N., Barnard, J., & Gresham, F. M. (1989). Preschoolers’ social behavior: Teachers’ and parents’ assessments. Journal of Psychoeducational Assessment,7, 223–234. CrossRef
Elliott, S. N., & Busse, R. T. (1991). Social skills assessment and intervention with children and adolescents guidelines for assessment and training procedures. School Psychology International,12(1–2), 63–83. CrossRef
Frey, J. R., Elliott, S. N., & Kaiser, A. P. (2014). Social skills intervention planning for preschoolers: Using the SSiS-Rating Scales to identify target behaviors valued by parents and teachers. Assessment for Effective Intervention,39(3), 182–192. CrossRef
Graue, M. E. (1992). Social interpretations of readiness for kindergarten. Early Childhood Research Quarterly,7, 225–243. CrossRef
Greenberger, E., & Goldberg, W. A. (1989). Work, parenting, and the socialization of children. Developmental Psychology,25(1), 22. CrossRef
Gresham, F. M. (1998). Social skills training: Should we raze, remodel, or rebuild. Behavioral Disorders,24, 19–25.
Gresham, F. M. (2002). Teaching social skills to high-risk children and youth: Preventive and remedial approaches. In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 403–432). Bethesda, MD: National Association of School Psychologists.
Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.
Kraemer, H. C., Measelle, J. R., Ablow, J. C., Essex, M. J., Boyce, W. T., & Kupfer, D. J. (2003). A new approach to integrating data from multiple informants in psychiatric assessment and research: Mixing and matching contexts and perspectives. The American Journal of Psychiatry,160, 1566–1577. PubMedCrossRef
Lane, K. L., Stanton-Chapman, T., Jamison, K. R., & Phillips, A. (2007). Teacher and parent expectations of preschoolers’ behavior: Behavior: Social skills necessary for success. Topics in Early Childhood Special Education,27, 86–97. CrossRef
McMahon, C. M., Lerner, M. D., & Britton, N. (2013). Group–based social skills interventions for adolescents with higher-functioning autism spectrum disorder: A review and looking to the future. Adolescent Health, Medicine and Therapeutics, 4, 23–28. PubMedCentral
McMahon, C. M., & Solomon, M. (2015). Brief report: Parent–adolescent informant discrepancies of social skill importance and social skill engagement for higher-functioning adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-015-2494-6.
Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality,9(1–2), 3–18. CrossRef
Merrell, K. W., & Gimpel, G. A. (1998). Social skills of children and youth: Conceptualization, assessment, treatment. Mahwah, NJ: Erlbaum.
Mills, R. S., & Rubin, K. H. (1990). Parental beliefs about problematic social behaviors in early childhood. Child Development,61(1), 138–151. CrossRef
Murray, M., Mayes, S., & Smith, L. (2011). Brief report: Excellent agreement between two brief autism scales (checklist for Autism Spectrum Disorder and Social Responsiveness Scale) completed independently by parents and the autism diagnostic interview revised. Journal of Autism and Developmental Disorders,41(11), 1586–1590. PubMedCrossRef
Parsons, J. E., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53(2), 310–321. CrossRef
Romanczyk, R. G., White, S., & Gillis, J. M. (2005). Social skills versus skilled social behavior: A problematic distinction in autism spectrum disorders. Journal of Early and Intensive Behavior Intervention,2(3), 177. CrossRef
Sheridan, S. M., & Walker, D. (1999). Social skills in context: Considerations for assessment, intervention, and generalization. The Handbook of School Psychology, 3, 686–708.
Sonnenschein, S., Baker, L., Serpell, R., Scher, D., Truitt, V. G., & Munsterman, K. (1997). Parental beliefs about ways to help children learn to read: The impact of an entertainment or a skills perspective. Early Child Development and Care,127(1), 111–118. CrossRef
Spera, C. (2006). Adolescents’ perceptions of parental goals, practices, and styles in relation to their motivation and achievement. The Journal of Early Adolescence,26(4), 456–490. CrossRef
Stratis, E. A., & Lecavalier, L. (2014). Informant agreement for youth with autism spectrum disorder or intellectual disability: A meta-analysis. Journal of Autism and Developmental Disorders,35(6), 1412–1424.
Tantam, D. (2000). Adolescence and adulthood of individuals with Asperger syndrome. In A. Klin, F. R. Volkmar, & S. Sparrow (Eds.), Asperger syndrome (pp. 87–102). New York: Guilford Press.
Treuting, M. B. V. (1992). Preschool social skills: The development of prosocial interactions (Doctoral dissertation, Louisiana State University, Baton Rouge).
Verhoeven, E. W. M., Marijnissen, N., Berger, H. J. C., Oudshoorn, J., Van Der Sijde, A., & Teunisse, J. P. (2012). Brief report: Relationship between self-awareness of real-world behavior and treatment outcome in autism spectrum disorders. Journal of Autism and Developmental Disorders,42(5), 889–894. PubMedCrossRef
Vickerstaff, S., Heriot, S., Wong, M., Lopes, A., & Dossetor, D. (2007). Intellectual ability, self-perceived social competence, and depressive symptomatology in children with high-functioning autistic spectrum disorders. Journal of Autism and Developmental Disorders,37(9), 1647–1664. PubMedCrossRef
Wagner, M., Newman, L., Cameto, R., Levine, P., & Garza, N. (2006). An overview of findings from wave 2 of the national longitudinal transition study-2 (NLTS2). NCSER 2006–3004. National Center for Special Education Research.
Warnes, E. D., Sheridan, S. M., Geske, J., & Warnes, W. A. (2005). A contextual approach to the assessment of social skills: Identifying meaningful behaviors for social competence. Psychology in the Schools,42(2), 173–187. CrossRef
West, J. (1993). Readiness for kindergarten: Parent and teacher beliefs. Statistics in brief. Washington, DC: National Center for Education Statistics.
White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders,37(10), 1858–1868. CrossRef
Wolf, J. G. (1978). Assessment of the training needs of educators of the severely and profoundly retarded. US Department of Health, Education & Welfare, National Institute of Education.
Zervoudaki, E., Derri, V., & Karasimopoulou, S. (2012). Parental perceptions of children’s quality of life: Effects of a school health education program. International Journal of Health Promotion and Education, 50(5), 251–260. CrossRef
- Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder
James A. Rankin
Rebecca J. Weber
Matthew D. Lerner
- Springer US