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- Convergent and Discriminant Validities of SCBE-30 Questionnaire Using Correlated Trait–Correlated Method Minus OnePublication . Fernandes, Marília; Santos, Antonio José; Antunes, Marta; Fernandes, Carla; Monteiro, Lígia Maria Santos; Vaughn, Brian; Veríssimo, ManuelaCorrelated trait-correlated method minus one was used to evaluate convergent and discriminant validity of Social Competence Behavior Evaluation questionnaire (Social Competence, Anger-Aggression, Anxiety-Withdrawal) between multiple raters. A total of 369 children (173 boys and 196 girls; M age = 55.85, SD age = 11.54) were rated by their mothers, fathers, and teachers. Results showed more convergence between parents than parent-teacher ratings. Mother-teacher share a common view of child behavior that is not shared with father. Parents had more difficulty distinguishing internalizing and externalizing behaviors (especially fathers). Measurement invariance across child sex was explored, results imply that differences between boys and girls were not due to measure. Girls (compare to boys) were described as more social competent by their fathers and teachers, while boys as more aggressive by mothers and teachers.
- Preliminary perceived intervention changes and engagement in an evidence-based program targeted at behavioral inhibition during early childhood, delivered in-person and onlinePublication . Guedes, Maryse; Maia, Rita; Matos, Inês; Antunes, Marta; Rolão, Teresa; Chronis-Tuscano, Andrea; Rubin, Kenneth; Veríssimo, Manuela; Santos, Antonio JoséIntroduction: Behavioral inhibition during early childhood is one of the strongest risk factors for the development of later anxiety disorders. Recently developed in- person interventions that target both young children who are highly inhibited and their parents (e.g., the Turtle Program), have decreased children’s anxiety and have increased social participation in the peer group. However, researchers have yet to examine the eects of intervention mode of delivery. In the present study, we compared the pre-to post-intervention changes in child and parenting functioning of families participating in the Turtle Program, delivered in-person and online with those changes made in families allocated to a waiting-list condition; compared session attendance, homework completion and satisfaction with the intervention outcomes of families involved in the Turtle Program, delivered in-person and online; and explored the predictive role of parenting and child factors in session attendance, homework completion and satisfaction with the outcomes of families involved in the Turtle Program, depending on the mode of delivery (in-person vs. online). Method: Fifty-seven parents of highly inhibited preschoolers (3–5 years), with no diagnosis of selective mutism or developmental disorders, who were randomly allocated to waiting-list (n = 20), Turtle Program delivered in-person (n = 17) and online (n = 20) conditions completed the Portuguese versions of the Behavioral Inhibition Questionnaire, the Preschool Anxiety Scale, the Social Behavior and Competence Scale, the Modified Child-Rearing Practices Questionnaire at pre- and post-intervention assessment. Parents also completed the Preschool Shyness Study Satisfaction Survey at post-intervention assessment. Results: Independent of intervention mode of delivery, generalized equation estimates revealed a reduction in children’s total anxiety symptoms and an improvement in parental nurturing behaviors. Child anxiety and social competence at pre-assessment were the most prominent predictors of session attendance and satisfaction with post-intervention child and parenting outcomes. Discussion: Overall, this study showed that parents in both intervention conditions perceived comparable positive changes in child functioning from pre- to post- intervention assessment and similar levels of session attendance, homework completion, and satisfaction. Significantly, however, perceived satisfaction with post-intervention child and parenting outcomes was higher, when children were reported to display higher SEL skills at baseline, independent of the intervention mode of delivery.
- Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese childrenPublication . Santos, António J.; Daniel, J. R.; Antunes, Marta; Coppola, Gabrielle; Trudel, Marcel; Vaughn, BrianTo test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear changes in the other social competence indicators. Results were consistent with the hypothesis, insofar as both initial values and changes in social engagement significantly predicted initial values and changes in other social competence indicators. Additionally, the number of children's reciprocated friendships was also predicted by social engagement. These results are discussed from the perspectives of conceptual frameworks that consider individual differences in social competence during early childhood as a consequence of attachment histories and/or emotional competence.