Conceptual and Definitional issues in the Assessment of Children's Social Skills: Implications for Classifications and Training

Abstract

Conceptual and definitional issues involved in the assessment of children's social skills are specified and developed. A distinction is made between social competence and social skill and three approaches to conceptualizing social competence are presented. Several definitions of social skill are provided and critiqued. A classification of children's social skill difficulties, based, in part, upon Bandura's (1977a) distinction between acquisition versus performance deficits, is presented. The value of establishing the social significance of social skill difficulties and assessing the social importance of the effects of social skills training is advocated.

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