Reiter S, Friedman L, Levi A M
Int J Rehabil Res. 1982;5(4):477-85. doi: 10.1097/00004356-198212000-00002.
As a part of a needs-assessment study, done in Israeli special schools for the mentally handicapped, social skills and personality characteristics were assessed on the Adaptive Behavior Scale (Nihira, Foster, Shellhaas, & Lelans, 1974). Structured observations were done in the classrooms of the behavior of each child and classroom climate questionnaire was administered to the children. Social behavior was found to be multidimensional consisting of: independence skills, personal maladaptive behaviors and social maladaptation. Correlations done between the ABS dimensions and the observations and classroom's climate, indicated that the more active and agitated child was less successful in terms of "vocational activity" and "self direction" (ABS domains), which were the behaviors most valued by the teachers. The more active child was also characterized by exhibiting positive and negative social behaviors, as indicated by responses given to the classroom climate questionnaire. The general implications of the study to social learning programs are that any curriculum in this area should take into consideration the multidimensionality of social behavior while at the same time take into account the socio-cultural pattern of the society and the personality makeup of mentally handicapped children.
作为在以色列智障特殊学校开展的一项需求评估研究的一部分，使用适应性行为量表（Nihira、Foster、Shellhaas和Lelans，1974年）对社交技能和人格特征进行了评估。对每个孩子在课堂上的行为进行了结构化观察，并向孩子们发放了课堂氛围问卷。研究发现，社会行为具有多维度性，包括：独立技能、个人适应不良行为和社会适应不良。适应性行为量表各维度与观察结果及课堂氛围之间的相关性表明，在教师最看重的“职业活动”和“自我指导”（适应性行为量表领域）方面，越活跃好动的孩子表现越差。课堂氛围问卷的回答也表明，越活跃的孩子同时表现出积极和消极的社会行为。该研究对社会学习项目的总体启示是，该领域的任何课程都应考虑社会行为的多维度性，同时考虑社会的社会文化模式和智障儿童的人格构成。
