1. Ability to sound out unfamiliar words.
2. Ability to read sentences and paragraphs and answer questions about what they have just read.
3. Ability to stop and calm down when excited or upset.
4. Ability to verbally label emotions of self and others.
5. Ability to show empathy and compassion for others’ feelings.
6. Ability to handle disagreements with others in a positive way.
7. Ability to initiate interactions and join in play with others in an appropriate and positive manner.
8. Ability to provide help‚ share materials‚ and act cooperatively with others.
9. Ability to take turns‚ play fair‚ and follow the rules of the game.
- School and Academics
- Emotion Regulation
- Prosocial Behavior
This instrument can be found on page 245 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:
Much worse =1
Somewhat worse =2
A little worse =3
A little improved =4
Somewhat improved =5
Much improved =6
Point values are assigned as indicated above. Values are summed or averaged for each respondent. Higher scores indicate improvement in social competence over the course of the school year.
Conduct Problems Prevention Research Group. Technical Report. Durham‚ NC: Department of Psychology‚ Duke University‚ 1991.