Correlates of social competence among mildly mentally retarded school-aged children
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Sallie Jenkins Person (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Nancy White
Abstract: Social competence is defined as the child's ability to interact appropriately and to initiate changes within the social environment. Social success among mildly retarded individuals in adulthood is assumed to be related more to adequate development of socially competent behaviors than to hindrances imposed by their cognitive limitations. The present study was designed to examine correlates of social competence in mildly retarded school-aged children. Social competence was operationally defined as the deviation social quotient of the Vineland Social Maturity Scale. Ind - pendent variables included age, sex, race, income level, I.Q., language ability, gross motor ability, and number of years in a preschool program. Language and gross motor abilities were operationalized in age equivalents from standardized instruments typically used in these disciplines. The hypothesis that language ability and preschool experience would account for more of the variance in social competence than would I.Q. was not supported.
Correlates of social competence among mildly mentally retarded school-aged children
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Created on 1/1/1983
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1983
- Subjects
- Children with mental disabilities $x Social conditions
- Mental retardation