Validation of methods for assessing social skills in children

Fifty-eight children ages 8-13 (X = 9.7 years) from an elementary school were assessed on teacher and child measures of popularity and social skills. Measures given to children included a behavioral role-play test, peer nominations, the Matson Evaluation of Social Skills with Youngsters (MESSY), a p...

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Bibliographic Details
Published in:Journal of clinical child psychology 1983-06, Vol.12 (2), p.174-180
Main Authors: Matson, Johnny L., Esveldt-Dawson, Karen, Kazdin, Alan E.
Format: Article
Language:English
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Summary:Fifty-eight children ages 8-13 (X = 9.7 years) from an elementary school were assessed on teacher and child measures of popularity and social skills. Measures given to children included a behavioral role-play test, peer nominations, the Matson Evaluation of Social Skills with Youngsters (MESSY), a paper and pencil Likert-type scale, and a structured interview in which children were asked what they would say and do in six different situations involving interactions with peers. Measures completed by teachers included a popularity ranking and a social skills rating based on several questions concerning social behaviors. Behavioral role-play test performance was not consistently correlated with measures of popularity and social skills as assessed either from the perspective of child popularity or predicted by ratings of general social adjustment, other teacher or child measures of social skills or child gender. Implications of these and related findings for assessing popularity and social skills excesses and deficits in children are discussed.
ISSN:0047-228X
DOI:10.1080/15374418309533127