Prosocial Behaviors of Children

1. Other children seek the child out to involve him/her in activities.
2. The child uses free time appropriately.
3. The child shares laughter with peers.
4. The child has good work habits (e.g.‚ is organized‚ makes efficient use of class time).
5. The child compromises with peers when a situation calls for it.
6. The child responds to teasing or name calling by ignoring‚ changing the subject‚ or some other constructive means.
7. The child accepts constructive criticism from peers without becoming angry.
8. The child plays or talks with peers for extended periods of time.
9. The child initiates conversation with peers in informal situations.
10. The child listens carefully to teacher instructions and directions for assignments.
11. The child displays independent study skills (e.g.‚ can work adequately with minimum teacher support).
12. The child appropriately copes without aggression from others (e.g.‚ tries to avoid a fight‚ walks away‚ seeks assistance‚ defends self).
13. The child interacts with a number of different peers.
14. The child can accept not getting his/her own way.
15. The child attends to assigned tasks.
16. The child keeps conversations with peers going.
17. The child invites peers to play or share activities.
18. The child does seatwork assignments as directed.
19. The child produces work of acceptable quality given her/his skill level.
 
  • School and Academics
  • Emotion Regulation
  • Prosocial Behavior
 
This instrument can be found on pages 246-247 of Measuring Violence-Related Attitudes‚ Behaviors‚ and Influences Among Youths: A Compendium of Assessment Tools‚ available online at: http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf
 
Point values are assigned as follows:
Never = 1
Rarely = 2
Sometimes = 3
Often = 4
Frequently = 5
Four subscale scores are computed by summing individual items: Prosocial Behavior and Social Competence subscale (all 19 items); School Adjustment subscale (items 2‚ 7‚ 10‚ 11‚ 15‚ 18 and 19); Peer Preferred Behavior subscale (items 1‚ 3‚ 8‚ 9‚ 13‚ 16 and 17); and Teacher Preferred Behavior subscale (items 5‚ 6‚ 7‚ 12 and 14). A high score on any subscale indicates a great amount of prosocial behavior.
 

Conduct Problems Prevention Research Group. Technical Report. Durham‚ NC: Department of Psychology‚ Duke University‚ 1991.

McConnell‚ Strain‚ Kerr‚ et al.‚ 1984 Found in: Dahlberg LL‚ Toal SB‚ Swahn M‚ Behrens CB. Measuring Violence-Related Attitudes‚ Behaviors‚ and Influences Among Youths: A Compendium of Assessment Tools‚ 2nd ed.‚ Atlanta‚ GA: Centers for Disease Control and Prevention‚ National Center for Injury Prevention and Control‚ 2005