Use of Teacher Rating Scales of Socialization to Discriminate Disability Categories in Preschoolers With Disabilities in Inclusion Placements
Item
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Title
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Use of Teacher Rating Scales of Socialization to Discriminate Disability Categories in Preschoolers With Disabilities in Inclusion Placements
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Identifier
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d_2009_2013:3a4a39bf7b82:10796
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identifier
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11110
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Creator
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Kaplan, Rebecca,
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Contributor
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Marian C. Fish | Ida Jeltova
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Early childhood education | disability type | externalizing behavior problems | preschoolers with disabilities | social competence | teacher ratings
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Abstract
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This study examined how teacher rated social competence and adaptive social performance in preschoolers with disabilities enrolled in integrated educational classes differs depending on the child's disability. After obtaining informed consent, mainstream classroom teachers completed a social competence (SSRS-T) and a social adaptive behavior rating scale (Vineland-II) for 76 preschoolers with disabilities in integrated classroom settings. Disability type was identified based on archival review. Results were analyzed controlling for age, SES, and ethnicity, to determine how the number and type of disabilities that a child had related to his or her social competence and social adaptation. The results of the analyses conducted revealed that the children with externalizing behavior problems had significantly more difficulty with their social competence and adaptation than children with other types of disabilities. In addition, children with motor problems also had significantly more difficulty with socialization, however these results did not reach the threshold for statistical significance once controlling for demographic variables. Finally, when the social skills and social adaptation scores were compared to one another, they were found to be related indicating that once the children acquired the social skills they also used them so that the social skills performance deficits were not found exclusive of social skills acquisition problems. This relationship was not however, differentially influenced by the type of disability that a child had so that children with all disability types were identified as utilizing their acquired social skills in accordance with their level of social adaptation regardless of the type of disability exhibited. Implications of these results are discussed and interpreted and recommendations for future study to understand the role of intervention, type of therapeutic services, classroom placement, age of intervention, socioeconomic status and other related factors are made. The practical implications of these results indicate that teacher rating scales of socialization should play an important role in the initial assessment and ongoing evaluation of preschoolers with disabilities. Individual item analysis should be conducted in conjunction with aggregate social assessment in order to provide relevant and specific feedback about the individualized social skills characteristics and needs of each child and how these needs change with intervention. In addition, children with behavioral and motor problems should be given appropriate support to promote effective social performance in their mainstream classroom placement.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
