Prosocial Behaviors of Children-Teachers' Perceptions

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These items measure teachers’ perceptions of their students’ prosocial skills. It includes ratings of both adaptive behaviors and interpersonal social competence.


Teachers (or other instructors) can use the scale to assess how frequently students engage in these behaviors, to create a targeted plan for encouraging the development of areas where the child is weak, and then for reassessing a student after a period of time to determine if the student’s behaviors are improving. 


When completing the scale, the teacher should reflect over a period of at least a month to ensure that students have adequate time to display a range of behaviors.


 

 

Tool

Administration Method
Number of Questions
19
Creator(s) of Tool
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. http://www.cdc.gov/ViolencePrevention/pub/measuring_violence.html
Scoring / Benchmarking
Point values are assigned as follows:

Never = 1
Rarely = 2
Sometimes = 3
Often = 4
Frequently = 5

Score the scale by adding together the points for each question. You can also examine particular sets of behaviors using four subscales:

School Adjustment subscale (items 2, 7, 10, 11, 15, 18 and 19); the highest possible score is 35 points

Peer Preferred Behavior subscale (items 1, 3, 8, 9, 13, 16 and 17); the highest possible score is 35 points

Teacher Preferred Behavior subscale (items 5, 6, 7, 12 and 14); the highest possible score is 25 points

A high score on any subscale indicates a higher amount of prosocial behavior. The highest possible score for the entire scale is 95 points.
Background / Quality
Internal Consistency: .95 (Fitfield, 1987)
Is there a cost associated with this tool?
No
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