Examined the relationship among four measures of third- grade children's social competence (behavioral, sociometric, teacher completed, and child self-report) and their relationship to Metropolitan Achievement Test grade- equivalent scores. Among the results it was found that children with high academic achievement scores were liked by and…

Examined changes in low-accepted children's behavior and peer acceptance resulting from a social learning approach to social skill training. Three social skills were taught: asking questions, leading, and offering peer support. Trained children performed significantly better at follow-up than did control children. Results generalized to classroom…

Examined cross-race acceptance on a rating-scale measure which assessed how much children liked to play and work with each of their classmates. A total of 38 Black and 116 White children were tested in the third grade in 1973 and again in the sixth grade in 1976. (JMB)

Analysis of the sociometric ratings and status of 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) indicated that the pairs did not differ significantly in assigned status to their peers but did differ significantly in acceptance and rejection received from their shared…

The temporal stability of the positive and negative sociometric peer nominations of 46 children in grades 2-3 were investigated across time intervals ranging from 4 to 26 weeks. Stability of the nominations was low to moderate at the group level, but stability at the individual level was generally quite low. (Author/JDD)

Administered Revised Class Play to Italian children to explore cross-cultural differences from North American studies on social reputation. Administered sociometric nominations to examine association between social reputation and peer acceptance-rejection. Found that original Leadership-Sociability factor was split into separate dimensions. Also…

Examined cross-informant concordance, temporal stability, and reliability of sociometrics in 84 preschoolers. Found that parallel forms of teacher and peer sociometrics measured overlapping and unique aspects of popularity. Teacher-measured popularity was highly stable over 8 weeks; peer-measured popularity showed lower stability. Both teacher and…

Background: The outcomes of social inclusion and skills training programmes for pupils with special educational needs have been mixed. Programmes are generally based on research with mainstream samples yet it has been suggested that the social skills important for sociometric acceptance may be different for children who have special educational…

This study analyzed what kind of role sociometric status has in non-real time computer conversations. Computer-supported conversations were investigated by using two local area networks. Participants were 52 9 to 10-year-old schoolchildren selected from three sociometric strata: rejected, average, and popular. Children's preferred friends, school…

This study compared the sociometric status of boys and girls and investigated the role of various social behaviors in determining the peer status of boys and girls. Participants were 835 fourth graders from eight elementary schools serving a lower- to lower middle-class population. An unlimited nominations procedure was used in the fall and…

This study compared different strategies for computing sociometric status to determine the extent to which they agree. It is argued that, if the different strategies lead to significant differences in whether a child is classified as popular or unpopular, then the technique for computing social acceptance would be an important issue in…

An exploratory study was made of changes in preschool children's perception of classmates as a result of a multicultural educational experience in a classroom integrated by social class and race. Twenty-four pre-kindergarten children were interviewed with the Photodoll Sociometric Instrument to gain information on their choice of playmates and…

The study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. (Author)

The dyadic interaction of popular and unpopular children was compared. Analysis revealed that unpopular children were more disagreeable and less likely to provide a general reason or rule for their disagreement or to suggest a constructive alternative when criticizing a peer. (Author/MP)