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首页> 外文期刊>Journal of psychoeducational assessment >Predictors of Social Skills for Preschool Children at Risk for ADHD: The Relationship Between Direct and Indirect Measurements
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Predictors of Social Skills for Preschool Children at Risk for ADHD: The Relationship Between Direct and Indirect Measurements

机译：有多动症危险的学龄前儿童社交技能的预测指标：直接和间接测量之间的关系

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摘要

The relationship between direct and indirect measurements of social skills and social problem behaviors for preschool children at risk for attention deficit hyperactivity disorder (ADHD) was examined. Participants included 137 preschool children, aged 3 to 5 years, at risk for ADHD, who were participating in a larger study examining the effects of early intervention for young children. Teachers rated the social skills and social problems of the participants. Direct observation data of participants were also collected at preschool during free play. Results support previous research on social skills assessment and suggest that indirect and direct measures may not be measuring the same aspect of social skills. Thus, a variety of evaluation tools are necessary to comprehensively assess the social skills of preschool children with social challenges.
机译：研究了有注意缺陷多动障碍（ADHD）风险的学龄前儿童的社交技能和社交问题行为的直接和间接测量之间的关系。参加者包括137名3至5岁有ADHD风险的学龄前儿童，他们正在参加一项更大的研究，研究早期干预对幼儿的影响。教师对参与者的社交技巧和社会问题进行了评分。在免费游戏期间，还从学龄前儿童中收集了参与者的直接观察数据。结果支持了先前对社交技能评估的研究，并表明间接和直接测量可能无法衡量社交技能的同一方面。因此，需要多种评估工具来全面评估有社会挑战的学龄前儿童的社交技能。

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