Lyon M A, Albertus C, Birkinbine J, Naibi J
College of Education, University of Denver, CO 80208, USA.
Percept Mot Skills. 1996 Aug;83(1):307-16. doi: 10.2466/pms.1996.83.1.307.
This study examined the differences among social skills and problem behaviors of disabled (n = 22) and nondisabled (n = 27) preschoolers on Social Skills Rating System-Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and 8 teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.
本研究使用社会技能评定系统教师版，考察了残疾（n = 22）和非残疾（n = 27）学龄前儿童在社交技能和问题行为方面的差异。在社交技能的所有测量指标以及除一项指标（内化问题）外的所有问题行为测量指标上，两组之间均存在显著差异。此外，社交能力测量指标与8位教师评分之间的相关性有力地支持了该社交技能测量指标对学龄前儿童的有效性。文中还讨论了对设计早期干预项目的启示。
