Return to References: Social Awareness & Relationship Skills factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Devereux Student Strengths Assessment (DESSA): (LeBuffe, Shapiro, & Naglieri, 2008)**: Rating scale for parents or teachers to evaluate social-emotional competencies including Social Awareness & Relationship Skills for students in kindergarten to eighth grade. It also contains a screening tool, the DESSA-mini, to identify students who may require further more extensive evaluation.
Aguilar-Pardo, D., Martínez-Arias, R., & Colmenares, F. (2013). The role of inhibition in young children's altruistic behaviour. Cognitive Processing, 14(3), 301-307.
Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23(1), 93-104.
Bock, A. M., Gallaway, K. C., & Hund, A. M. (2015). Specifying links between executive functioning and theory of mind during middle childhood: Cognitive flexibility predicts social understanding. Journal of Cognition and Development, 16(3), 509–521.
Biggs, E. E., & Rossi, E. B. (2021). Supporting Inclusion Through Peer Support. In Handbook of Effective Inclusive Elementary Schools (pp. 322-347). Routledge.
Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International, 23(2), 154-164.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: CASEL.
Davis, Mark, H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126.
Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006). The relationship between social behavior and emergent literacy among preschool boys and girls. Journal of Applied Developmental Psychology, 27(1), 1-13.
Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d'Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Press.
Hartas, D. (2012). Children's social behaviour, language and literacy in early years. Oxford Review of Education, 38(3), 357-376.
Pelco, L. E., & Reed-Victor, E. (2007). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 36-42.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
LeBuffe, P. A., Naglieri, J. A., & Shapiro, V. B. (2012). The Devereux student strengths assessment–second step edition (DESSA-SSE). Lewisville, NC: Kaplan.
Maughan, B., Pickles, A., Hagell, A., Rutter, M., & Yule, W. (1996). Reading problems and antisocial behavior: Developmental trends in comorbidity. Journal of Child Psychology and Psychiatry, 37(4), 405-418.
Meristo, M., Falkman, K. W., Hjelmquist, E., Tedoldi, M., Surian, L., & Siegal, M. (2007). Language access and theory of mind reasoning: evidence from deaf children in bilingual and oralist environments. Developmental Psychology, 43(5), 1156.
Mikami, A. Y., & Normand, S. (2015). The importance of social contextual factors in peer relationships of children with ADHD. Current Developmental Disorders Reports, 2(1), 30–37.
Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other?. Journal of Learning Disabilities, 41(5), 417-436.
Nowicki, E. A. (2003). A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26(3), 171-188.
Wehby, J. H., Falk, K. B., Barton-Arwood, S., Lane, K. L., & Cooley, C. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 225-238.
Witherspoon, D. P., Daniele, L. L., Mason, A. E., & Phillips Smith, E. (2016). Racial-ethnic identity in context: Examining mediation of neighborhood factors on children's academic adjustment. American Journal of Community Psychology, 57(1–2), 87–101
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
