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
22. Works Well Without Adults
23. Stays on Task
24. Pays Attention
25.Follows Teachers Verbal Directions
- School and Academics
- Emotion Regulation
- Prosocial Behavior
Point values are assigned as follows:
Not at all=1
A little =2
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.
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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.
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