Social Skills

Gresham, F. M. & Elliott, S. N. (2016). Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica para Crianças: SSRS Manual de aplicação, Apuração e Interpretação [Del Prette, Z. A. P., Freitas, L. C., Bandeira, M. & Del Prette, A.  Autores da adaptação e padronização brasileira]. São Paulo: Pearson.

Ver detalhes aqui: http://www.casadopsicologo.com.br/ssrs-inventario-de-habilidades-sociais-problemas-de-comportamento-e-competencia-academica-para-criancas-kit-completo.html#.Vq4xseanfqh

Trata-se na nova versão do IHS-Del-Prette,  atualizada em sua estrutura fatorial, ampliação de faixa etária e base normativa. Maiores detalhes sobre essa nova versão em http://www.rihs.ufscar.br/inventario-de-habilidades-sociais-2-ihs2-del-prette/
e https://www.pearsonclinical.com.br/ihs-inventario-de-habilidade-social2.html

Early identification of distinct patterns of child social-emotional strengths and vulnerabilities has the potential to improve our understanding of child mental health and well-being; however, few studies have explored natural groupings of indicators of child vulnerability and strengths at a population level. The purpose of this study was to examine heterogeneity in the patterns of young children's social and emotional health and investigate the extent to which sociodemographic characteristics were associated. Cross-sectional study based on a population-level cohort. All kindergarten children attending public schools between 2004 and 2007 in British Columbia (BC), Canada. 35 818 kindergarten children (age of 5 years) with available linked data from the Early Development Instrument (EDI), BC Ministry of Health and BC Ministry of Education. We used latent profile analysis (LPA) to identify distinct profiles of social-emotional health according to children's mean scores across ...

This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development,...

The aim of this study is to analyse the relationship between Internet addiction andsocial anxiety and social skills difficulties in a sample consisting of 446 Spanish adolescents between 12 and 16 years old.Our results show thatadolescents with high scores in problematic use of the Internetpresent higher scores in social anxiety and social skills difficulties. Furthermore, the intrapersonal addiction showed a positive significant association both with the degree of social anxiety and with lack of assertiveness. On the other hand, the interpersonal addiction did more with social anxiety. Data from this study can help to design and implement prevention programs for a healthy use of the Internet at school and inhome settings.

A common theory of autism spectrum disorder (ASD) symptom onset includes toddlers who do not display symptoms until well after age 2, which are termed late-onset ASD cases. Objectives were to analyze differences in clinical phenotype between toddlers identified as ASD at initial evaluations (early diagnosed) versus those initially considered nonspectrum, then later identified as ASD (late diagnosed). Two hundred seventy-three toddlers recruited from the general population based on a failed developmental screening form or parent or physician concerns were followed longitudinally from 12 months and identified as early- and late-diagnosed cases of ASD, language delayed, or typically developing. Toddlers completed common standardized assessments and experimental eye-tracking and observational measures every 9–12 months until age 3. Longitudinal performance on standardized assessments and experimental tests from initial evaluations were compared. Delay in social communication skills was ...

Theory of mind (ToM) is impaired in individuals with autism spectrum disorders (ASD). The aims of this study were to: (i) examine the developmental trajectories of ToM abilities in two different mentalizing tasks in children with ASD compared to TD children; and (ii) to assess if a ToM simple test known as eyes-test could predict performance on the more advanced ToM task, i.e. comic strip test. Based on a sample of 37 children with ASD and 55 TD children, our results revealed slower development at varying rates in all ToM measures in children with ASD, with delayed onset compared to TD children. These results could stimulate new treatments for social abilities, which would lessen the social deficit in ASD.

Background: This research examined the significant main effect of peer tutoring, storytelling, and gender, on the social skills of pupils with mild intellectual disability. Using the Social Development Theory of Lev Vygotsky as the rationale for this study, the acquisition of social skills is viewed as based on a social constructivist view of learning. Methodology: The study sample consisted of thirty-four pupils with intellectual disability, purposively selected from three schools in Ibadan Metropolis, and randomly assigned to one of the peer tutoring, storytelling, or control groups. Thirty sessions were held over ten weeks with the peer tutoring and storytelling experimental groups only. A social skills performance scale was administered before and after the intervention to collect data from these three groups. An analysis of covariance was used to examine the data collected. Results: Findings based on the analysed data revealed that there was a significant statistical difference between pre-test and post-test results of the three groups. The effect of gender on social skills of participants was significant, as was the interaction effect of treatment and gender. Conclusion: Recommendations based on the finding of this study are that peer tutoring and storytelling be adopted for teaching social skills to pupils with mild intellectual disability, and that pictorial illustration be used to enhance their reading skills.

An in-depth look at the social and emotional skills children need to become capable and caring people. Chapters include: Tempering Perfectionism; Building Connection; Finding Joy.

“A literal Godsend. Parents will find great wisdom in its pages.”
— Stephen R. Covey, author, The 7 Habits of Highly Effective People

Punktem wyjścia przeprowadzonych przez nasz zespół badań były niepokojące statystyki dotyczące skuteczności programów aktywizacji zawodowej oraz zwiększająca się ilość osób wracających do uzależnienia lub bezdomności po zakończeniu leczenia. Z danych dotyczących losów osób kończących leczenie w placówkach Monar i Markot wynika, że problemem nie jest znalezienie pracy, lecz stopniowe wycofywanie się tych osób z życia zawodowego i społecznego.
Celem przeprowadzonych przez nasz zespół badań była próba ustalenia głębokości deficytów w zakresie:(1) zdolności do znajdowania rozwiązań oraz wytrwałości w realizowaniu podjętych działań, (2) umiejętności interpersonalnych, (3) umiejętności kontrolowania, rozpoznawania i wykorzystywania emocji w rozwiązywaniu problemów, (4) uruchamiania adekwatnych i efektywnych sposobów radzenia sobie ze stresem u beneficjentów ośrodków Monar i Markot.

This present study describes the validation of the Communication Skills Questionnaire (CSQ) in people with schizophrenia. A total of 125 clinically stable people in rehabilitation treatment who were diagnosed with schizophrenia were included. For convergent and discriminant validity the following tests were administered; the Gambrill and Richie (GR) Assertiveness Inventory, the Social Functioning Scale (SFS), Life Skills Profile (LSP), Clinical Global Impression scale for schizophrenia (CGI-S) and the Global Assessment of Functioning (GAF) scale. Internal consistency of the CSQ had a Cronbach׳s alpha of 0.96. Test-retest reliability showed coefficients between 0.60 and 0.70. Convergent validity showed significant relations at p<0.0001 for all instruments assessed. None of the subscales used for assessing discriminant validity showed a significant correlation with the CSQ except for the CGI-S depression subscale. The instrument shows good psychometric properties and demonstrates t...

Autism spectrum conditions (autism) affect ~1% of the population and are characterized by deficits in social communication. Oxytocin has been widely reported to affect social-communicative function and its neural underpinnings. Here we report the first evidence that intranasal oxytocin administration improves a core problem that individuals with autism have in using eye contact appropriately in real-world social settings. A randomized double-blind, placebo-controlled, within-subjects design is used to examine how intranasal administration of 24 IU of oxytocin affects gaze behavior for 32 adult males with autism and 34 controls in a real-time interaction with a researcher. This interactive paradigm bypasses many of the limitations encountered with conventional static or computer-based stimuli. Eye movements are recorded using eye tracking, providing an objective measurement of looking patterns. The measure is shown to be sensitive to the reduced eye contact commonly reported in autis...

An emerging area of research has focused on understanding how the group dynamics of a sport team influence positive youth development (PYD). The identities that youth form through their membership in sport teams (i.e., social identities) have been found to influence teammate behavior and team performance. Yet, minimal work exists on social identity and PYD in youth sport. The purpose of this study was to investigate the relationship between social identity and PYD in sport. Youth engaged in recreational sport (N = 219; Mage = 11.61 years, SD = 1.39 years) completed measures of social identity and PYD in sport. The social identity measure assessed 3 dimensions including ingroup ties (IGT; perceptions of similarity, bonding, belongingness), cognitive centrality (importance of being a team member), and ingroup affect (IGA; feelings associated with group membership). A regression analysis was performed separately for 4 PYD outcomes (personal and social skills, goal setting, initiative, ...

We enquired 216 young people about their career orientation who live in Bekes county. We examined the student’s habit of choices of career, capabilities, needs of study. We knew their requirements of higher education and potential workplace. In the good workplace in students’ mind it is important to have calm atmosphere, good community, neat environment, possibility of progress. In our publication we write about the students’ requirements, views of colleges and universities. The new generation know the 21st century’s ways of getting information and we need to forget the old methods and devices. What do they know about the institute? They would like to get experiences, know how much chance they have to get into the college or university and how useful the institution is.

Napjainkban a várostérségekből merítő felsőoktatási intézmények egyik küldetése lehet az újgazdaság, a szolgáltatások, a tudásgazdaság, a fenntartható fejlesztés elmaradott, periférikus, térséget felemelni képes diszciplináris (gazdálkodás és az üzleti szolgáltatások, a társadalomtudomány, a bölcsészettudomány, művészetek és pedagógusképzés) és interdiszciplináris területein oktasson, kutasson, innovációs szolgáltatásokat nyújtson. Ehhez kapcsolódóan Békés megyei középiskolások tanulási szokásait felmérő kutatás célja az volt, hogy a Békés megyében élő tehetséges középiskolás fiatalok közül minél többen kapcsolódjanak be a felsőfokú tanulmányokba, majd a felsőoktatási képzésében az explicit tudáson kívül a számukra releváns "soft skills", vagyis kommunikációs, szociális és vállalkozói kompetenciákat is adjunk az életen át tartó tanulás korszerű tartalmának megfelelően. Az életen át tartó tanulás korszerű tartalmával kapcsolatban Zachár László (2003) hangsúlyozza, hogy az mára a munkaerő-piaci pozíció megtartásának, vagyis a foglalkoztathatóság fenntartásának eszköze. Benedek (2007) a kifejezés értelmezésében azt a jellegzetességet emeli ki, hogy az egyén a munkaerőpiacra való belépéskor meglévő tudásával már nem képes megtartani társadalmi és gazdasági pozícióját, ezt csakis folyamatos és önálló fejlődésen, képzésen, művelődésen keresztül teheti meg. Célkitűzés A pályaválasztás Békés megyében című kutatás az EFOP 3.4.4 "Pályaorientáció és felkészülés az intelligens szakosodás szakmáira" című pályázat része. A kutatás célja, hogy feltárja a térségben élő középiskolások, és frissen végzett, de felsőoktatásba felvételt nem nyert fiatalok pályaválasztási és továbbtanulási motivációját, valamint képet adjon a válaszadók pályaválasztáshoz kapcsolódó önismeretéről, felsőoktatással, munkáltatóval kapcsolatos elvárásairól. A kutatás eredményei alapján összevethetővé válik egy korábbi, munkáltatói szervezetek megkérdezésén alapuló Békés megyei képességlista, amely a térség munkaerő-piaci szükségletére támaszkodik, és a középiskolások kompetenciáinak felmérését követően kidolgozandó felsőoktatási képesség lista, amelyek összevetése alapján a felsőfokú tanulmányok végzése során felkészíthetők a hallgatók a munka világának elvárásaira. Végső eredményként úgynevezett Skill-térkép dolgozható ki, amely a hallgatók, a felsőoktatási intézmény és a foglalkoztatók között közvetít. A kutatás eredményeinek összegzése a pályázat megvalósításának lényeges eleme annak érdekében, hogy a diákok tehetséggondozása és felzárkóztatása egymás mellett, ugyanakkor jól körülhatárolható szakmai elvárásokkal történjen. Módszertan

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

Del Prette, Z. A. P., & Del Prette, A. (2000). Treinamento em habilidades sociais: Panorama geral da área. In: Haase, V. G., Rothe-Neves, R. C. Käppler, Teodoro, M. L. M., & Wood, G. M. O. (Eds.), Psicologia do Desenvolvimento: Contribuições Interdisciplinares (pp. 249-264). Belo Horizonte: Health.

Este livro aborda o tema de habilidades sociais na infância de forma divertida, para que possa ser utilizado de forma efetiva por famílias ao educar suas crianças. O cuidado com o desenvolvimento de habilidades de convivência é muito importante para o sucesso futuro, e para a saúde física e mental do indivíduo.

"Entrepreneurship is challenging, whatever your background, in the current science- and technology-driven Western world. However, unlike traditionally dominant, native-born, white male entrepreneurs in Silicon Valley and elsewhere, those who face greater hurdles blocking their path to success primarily come from marginalized and minority groups, both real and self-perceived—including immigrants, refugees, women, blacks, Hispanics, and Asians. Despite their potential to innovate and add value in the global marketplace, they persistently struggle, or fail, because they lack the requisite code-breaking skills. This book helps these underdog entrepreneurs acquire those skills with actionable advice to achieve and sustain success.

It proposes a framework that pinpoints what the author calls the outsider problem—that is, situations in which individuals are primarily disadvantaged because they lack access to networks that facilitate superior learning and performance outcomes. He completes the framework by incorporating personal qualities and strategies that can solve this problem.

Along the way, Morgan distills insights and evidence from multiple fields, combined with a fresh look at the familiar stories of initially marginalized business leaders, such as Indra Nooyi, Jack Ma, Hilary Devey and Mike Lazaridis. He also shares the less known, but equally inspiring stories of others.

This book will help readers thrive while transcending their underdog status."

Factor structure and internal consistency of the Spanish version of the Parenting Stress Index-Short Form. The aim of this study was to analyze the psychometric properties of the Spanish version of Parenting Stress Index-Short Form. After translating the instrument from English into Spanish using the forward-backward translation method, it was administered to a sample of 129 mothers of children aged between 10 and 39 months olds. The exploratory factor analysis identified two factors: Childrearing Stress and Personal Distress, which accounted for 48.77% of the variance. The internal consistency of these factors was high (Childrearing Stress: .90 and Personal Distress: .87). Implications of these findings and suggestions for future research are discussed.

ABSTRACT. This paper presents a general introduction to the theoretical and practical field of social skills, based in texts that explicate some aspects of its constitution, the main concepts, the predominant approaches and the procedures to evaluate and to enhance the social skills repertoire. The analysis points to the lack of a conceptual framework integrating the contributions of those approaches and indicates some research and practical directions in this area, emphasizing its importance to Psychology and Education. Key-words: Social skills, social competence, Clinical Psychology, Clinical Psychology, Developmental Psychology, Education.

RESUMO: Este artigo apresenta uma introdução geral ao campo teórico-prático das habilidades sociais, através de uma revisão de textos que permitem explicitar aspectos de sua constituição, os principais conceitos, as abordagens predominantes e os procedimentos de avaliação e de promoção do repertório de habilidades sociais. A análise aponta para a falta de um referencial conceitual que integre as contribuições daquelas abordagens e indica algumas direções de pesquisa e de atuação na área, enfatizando a sua relevância para a Psicologia e para a Educação. Palavras-chave: Habilidades sociais, competência social, Psicologia Clínica, Psicologia Social, Psicologia do Desenvolvimento, Educação.

Dzieciństwo według psychologii rozwojowej to okres, w czasie którego kształtuje się dziecko, zarówno jego osobowość, jak i całe ciało. Wszystkie czynniki oddziałujące na nie od samego początku jego istnienia mają zasadniczy wpływ na kształtowanie się młodego człowieka. Wszelkie braki doskwierające dziecku w okresie wieku przedszkolnego odbijają się szerokim echem w dalszych okresach rozwoju życia jednostki. Niedostatki emocjonalne powodują zaburzenia na tym podłożu, podobnie jak przesadna opieka niesie wraz z sobą poważne konsekwencje. Najważniejszą rolę odgrywają w tym procesie rodzice dziecka (opiekunowie), bliższe oraz dalsze środowisko rodzinne, rówieśnicze oraz instytucje oświatowe wspierające rodziców w wychowaniu wraz z nauczycielami. To, w jaki sposób dokonuje się proces wychowania, decyduje o całym istnieniu młodego człowieka. Aktywność dzieci w procesie wychowania jest ogromnie ważna. Rodzice powinni dążyć do stwarzania takich sytuacji wychowawczych, w których dzieci mogą być czynne w zdobywaniu informacji o otaczającym je świecie przyrodniczym i społecznym. Ich gotowość poznawcza winna być zaspokajana sytuacjami dla nich atrakcyjnymi. Dzieci w środowisku rodzinnym mogą odczuwać bezinteresowną radość z poznawania nowych osób, spraw i zjawisk. Taki sposób pierwszych kontaktów społecznych połączonych z nauką wywołuje pozytywne nastawienia do świata społecznego. Powoduje, iż dziecko będzie poszukiwać ciekawych dla niego wiadomości. Naturalnie też będzie kształtował się jego podmiotowy stosunek do samego siebie, innych ludzi i kultury, w której żyje.
Słowa kluczowe: rodzina, dziecko, dzieciństwo, przestrzeń, umiejętności społeczne, rozwój, rozwój umiejętności społecznych.
According to developmental psychology childhood is the time when the child develops, both the personality as well as the whole body. All the factors influencing the child from the very begining have a fundamental meaning for the shaping of the young human. All the deficiencies that a child experiences during early childhood have great repercussions in the later stages of development of their life. Emotional deficiencies cause disorders in this field. Excessive care can also bring serious consequences. The most important role in this process is played by the child’s parents (caregivers), closely and distantly related family environment, peers, educational institutions supporting parents in upbringing along with teachers. The way in which education is achieved decides the whole existence of the young human. The participation of children in the process of education is extremely important. Parents should strive to create such learning situations in which pupils may be active in gaining information about the surrounding natural and social world. Their cognitive awareness should be addressed by situations attractive to them. Children in the family should feel unselfish joy of meeting new people, things and phenomena. In this way the first social contacts connected with learning trigger positive attitudes to the social world. It will encourage the child to research new information. It will naturally shape their subjective attitude to themselves, other people and the culture in which they she lives.
Keywords: family, child, childhood, space, social skills, development, development of social skills.

The authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5-8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' ...

Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Add...

Analizamos una propuesta curricular orientada al desarrollo de las competencias socioemocionales para afrontar situaciones complejas. Partiendo de la evidencia de que los educadores sociales deben lidiar con la complejidad en su quehacer profesional, se ve la necesidad de anticipar estas situaciones que pueden ser fuente de tensión o conflicto, con el objeto de desarrollar habilidades que capaciten a los estudiantes para una futura intervención en las mismas. Uno de los aspectos a considerar sería la gestión de las escenas temidas. Las escenas más temidas por los estudiantes de Educación Social fueron detectadas a partir de cuestionarios en el marco de un estudio exploratorio. Las respuestas se categorizaron en 5 grupos: estresores psicosociales, preocupaciones vinculadas a “ser estudiante”, miedos relacionados con el ciclo vital, situaciones vinculadas con la práctica profesional y fobias clásicas. La propuesta curricular de la facultad de Educación Social y Trabajo Social Pere Tarrés de la Universidad Ramon Llull, consta de un grupo de asignaturas en las que específicamente se trabajan las competencias socioemocionales con unos criterios metodológicos determinados: Habilidades sociales, Técnicas de entrevista, Gestión en situaciones de crisis y conflicto, Dinámica de grupos, Atención psicosocial en procesos de cambio, Abordaje estratégico de situaciones profesionales y, por último, los Practicums.

We study a curriculum aimed at developing socio-emotional skills to cope with complex situations. Based on the evidence that social educators must deal with complexity in their professional work, it is needed to anticipate these situations that can be a source of tension or conflict, in order to develop skills to train students for his professional life. One aspect to consider would be the management of the feared scenes. The most feared scenes by students of Social Education were detected from questionnaires as part of an exploratory study. Responses were categorized into 5 groups: psychosocial stressors, concerns related to "being a student", fears related to the life cycle, situations related to professional practice and classic phobias. The proposed curriculum of the Faculty of Social Education and Social Work Pere Tarrés Ramon Llull University, consists of a group of subjects that specifically deals with socio-emotional skills, and with certain methodological criteria: Social skills, Interviewing techniques, Management crisis and conflict, Group dynamics, Psychosocial care in change processes, Strategic approach to professional situations and, finally, the Practicums.

Traditionally, intelligence was considered to be a mental skill that primarily consisted of two narrow spheres: mathematical / logical and oral / linguistic, or IQ. Howard Gardner expanded this little idea to include many intellectuals. Later, Daniel Goleman introduced a new type of ability, emotional intelligence (EI), the ability to understand personal and others' emotions. The construction of more intelligence, as well as emotional intelligence in particular, has received a lot of attention recently, especially in terms of leadership capacity. There is some evidence that EI traits (e.g., self-awareness, self-control, motivation, public awareness, and relationship management) may be better predictors of leadership performance and success than traditional "intelligence quotient," or IQ.

Background: Bullying and the lack of social skills are essential for future risk-related problems,
such as delinquency and feelings of rejection in children. The present study aimed to assess the
effects of coloring mandala as Jungian art to reduce bullying and increase social skills in Afghan
male working children.
Methods: It was a quasi-experimental study with a pre-test, post-test and a control group design.
The research population included all 10- to 12-year-old Afghan immigrant boys in Tehran City,
Iran, who were studying in Parto School for Working Children, in 2019. The research sample
consisted of 30 children who have obtained maximum scores on the Illinois Bully Scale (IBS)
and minimum scores on the Teenage Social Skills Inventory (TSSI). The research participants
were selected using a convenience sampling method. Then, they were assigned to the control
and treatment groups by drawing lots. The treatment group attended ten 45-minute sessions
of coloring mandalas and Jungian art. The data collection tools were the IBS: Student Version
(Espelage & Holt, 2001) and the TSSI (Inderbitzen & Foster, 1992). The data were analyzed
using the one-way Analysis of Covariance (ANCOVA) in SPSS.
Results: The present research results suggested that the bullying scores for the participants in
the treatment group significantly decreased at the post-test, compared to the pre-test (F=24.29,
P=0.001); however, their social skills scores significantly increased at the post-test, in comparison
with the pre-test (F=42.41, P=0.001). However, no significant differences were found in the
bullying and social skills scores of the controls between the pre-test and post-test phases.
Conclusion: Mandala coloring art was effective in reducing bullying behaviors and increasing
social skills among the explored Afghan migrant working children. Therefore, this artistic
method can be used as a suitable option for psychological therapies, teaching social skills, and
creating participation and empathy in children in educational centers and schools for child labor.

Bu çalışmada Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği’nin (OSBED) anne baba formuna ait normların belirlenmesi ve yorumlanması amaçlanmıştır. Örnekleme giren okulların
224’ü bağımsız anaokulu, 169’u ilköğretim okuludur. Okullar, 48 ile dağılmaktadır. Toplam 3306 çocuğa ulaşılmıştır. Veriler OSBED anne-baba formundan elde edilmiştir. Norm örneklemden
geçerlik ve güvenirlik kanıtları tekrar elde edilmiş ve ölçeğin 4 faktör ve 49 maddeden oluşan

yapısının korunduğu sonucuna varılmıştır. Çocukların 3 yaş, 4 yaş ve 5 yaş olmak üzere yaş

normları elde edilmiştir. Sonuç olarak, çocukların OSBED puanları kaydedilerek, ilerleyen

yaşlarda yapılan uygulamaların sonuçları karşılaştırılarak, ne kadar ilerleme olduğu

değerlendirilmelidir (Tübitak Projesi- KAMAG 1007- 109G047).