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.
ASJC Scopus subject areas
- Developmental and Educational Psychology