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.
DESSA Devereux Student Strengths: Assessment (LeBuffe, et al., 2018): 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.
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Hruska, B. (2007). “She My Friend”: Implications of Friend Ideologies, Identities, and Relationships for Bilingual Kindergarteners. Multicultural Perspectives, 9(4), 3-12.
Hughes, J. N., Luo, W., Kwok, O. M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1.
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Jyoti, D. F., Frongillo, E. A., & Jones, S. J. (2005). Food insecurity affects school children's academic performance, weight gain, and social skills. The Journal of Nutrition, 135(12), 2831-2839.
Kotler, J. A., Haider, T. Z., & Levine, M. H. (2019). Identity matters: Parents' and educators' perceptions of children's social identity development. Sesame Workshop.
Ladd, G. W. (2017). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment?. In Interpersonal Development, 203-222.
LeBuffe, P. A., Shapiro, V. B., & Robitaille, J. L. (2018). The Devereux Student Strengths Assessment (DESSA) comprehensive system: Screening, assessing, planning, and monitoring. Journal of Applied Developmental Psychology, 55, 62-70.
Longobardi, E., Spataro, P., & Rossi-Arnaud, C. (2016). Relations between theory of mind, mental state language and social adjustment in primary school children. European Journal of Developmental Psychology, 13(4), 424-438.
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