Social Competence- Teacher 25

1. Can accept things not going his/her way.
2. Copes well with failure.
3. Accepts legitimate imposed limits.
4. Expresses needs and feelings appropriately.
5. Thinks before acting.
6. Resolves peer problems on his/her own.
7. Can calm down when excited or all wound up.
8. Can wait in line patiently when necessary.
9. Is very good at understanding other people’s feelings.
10. Is aware of the effect of his/her behavior on others.
11. Works well in a group.
12. Plays by the rules of the game.
13. Controls temper when there is a disagreement.
14. Shares materials with others.
15. Cooperates with peers without prompting.
16. Is helpful to others.
17. Listens to others’ points of view.
18. Can give suggestions and opinions without being bossy.
19. Acts friendly towards others
20. Functions Well with Distractions
21. Self-Starter
22. Works Well Without Adults
23. Stays on Task
24. Pays Attention
25.Follows Teachers Verbal Directions
  • School and Academics
  • Emotion Regulation
  • Prosocial Behavior
This instrument can be found on pages 243-244 of Measuring Violence-Related Attitudes‚ Behaviors‚ and Influences Among Youths: A Compendium of Assessment Tools‚ available online at:
Point values are assigned as follows:
Not at all=1
A little =2
Moderately well=3
Very well=5
Point values are assigned as indicated above. Two subscales are used: Prosocial Behavior (items 4‚ 6‚ 9-11 and 14-19) and Emotion Regulation (items 1-3‚ 5‚ 7‚ 8‚ 12 and 13). Items for each subscale are averaged. Higher scores indicate higher prosocial behavior or emotion regulation.

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


Corrigan‚ A. (2003). Social Competence Scale – Teacher Version‚ Grade 3 /Year 4 (Fast Track Project Technical Report). Available from the Fast Track Project Web site‚


Conduct Problems Prevention Research Group (CPPRG). (1995). Psychometric Properties of the Social Competence Scale – Teacher and Parent Ratings. (Fast Track Project Technical Report). University Park‚ PA: Pennsylvania State University.

 Clark‚ L.‚ Gresham‚ F.M.‚ & Elliott‚ S.N. (1985). Development and validation of a social skills assessment measure: The TROSS-C. Journal of Psychoeducational Assessment‚ 4‚ 347-356.


Gesten‚ E.L. (1976). A Health Resources Inventory: The development of a measure of the personal and social competence of primary-grade children. Journal of Consulting and Clinical Psychology‚ 44‚ 775-786.


Kendall‚ P.C.‚ & Wilcox‚ L.E. (1979). Self-control in children: Development of a rating scale. Journal of Consulting and Clinical Psychology‚ 47‚ 1020-1029.