Foster S L, Inderbitzen H M, Nangle D W
California School of Professional Psychology, San Diego 92121.
Behav Modif. 1993 Jul;17(3):255-86. doi: 10.1177/01454455930173003.
This article reviews current strategies for assessing social skills with peers in childhood, highlighting contemporary unresolved issues in identifying children who need intervention, selecting target behaviors, and assessing treatment outcome. Sociometric measures of peer acceptance are also considered. Although many current measures of social skills have adequate evidence of reliability and convergent validity, assessment could benefit from (a) increased documentation that the content of measures assesses important skills in relating to peers, (b) improved methods for assessing social behavior in specific interpersonal situations, and (c) more empirical evidence that indirect assessment methods (self-report, peer assessment, and teacher report) and analogue observations reflect in vivo behavior.
本文回顾了当前评估儿童与同伴社交技能的策略，重点强调了在确定需要干预的儿童、选择目标行为以及评估治疗效果方面当前尚未解决的问题。同时也考虑了同伴接纳的社会测量方法。尽管当前许多社交技能测量方法有足够的可靠性和收敛效度证据，但评估仍可从以下方面受益：（a）增加文献证明测量内容评估了与同伴交往中的重要技能；（b）改进在特定人际情境中评估社会行为的方法；（c）获得更多实证证据，证明间接评估方法（自我报告、同伴评估和教师报告）及模拟观察反映了实际行为。
