Social behavior ratings of at-risk preschool children: Comparisons with typical preschool children by parents and teachers

Mary von Brock Treuting, Stephen N. Elliott

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

This study examined differing perceptions of teachers and parents pertainitig to frequency and importance of social skills and problem behaviors in preschool children. Children considered at-risk for educationally disabling conditions and typical children were investigated. Teacher and parent ratings on the Social Skills Rating System (SSRS, Gresham & Elliott, 1990) and the revised Conners Rating Scales (CRS, Goyette, Conners, & Ulrich, 1978) were obtained from a sample of 95 children. Both parents and teachers of at-risk children identified significantly fewer social skills and more problem behaviors than did parents and teachers of typical children. Teacher ratings of behaviors did not vary across groups and suggested social behaviors related to peer interactions were valued most. Variation occurred across groups for parent ratings of important social skills, with parents of at-risk students rating self-control behaviors most important and parents of typical students stressing compliance behaviors. Findings were discussed with implications forassessment and remediation.

Original languageEnglish (US)
Pages (from-to)68-84
Number of pages17
JournalCanadian Journal of School Psychology
Volume13
Issue number1
DOIs
StatePublished - 1997
Externally publishedYes

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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