Identifying Meaningful Behaviors for Social Competence: A Contextual Approach

An exploratory study was conducted which assessed behaviors that characterize social competence in the 2nd and 5th grades. A contextual approach was used to gather information from 2nd and 5th grade children and their parents and teachers regarding the behaviors they perceived to be important for getting along well with peers. Data were gathered from children through structured interviews with the researcher. Parents and teachers provided information through open-ended paper-pencil surveys. Qualitative methodology was used to analyze the data in this study. Specifically, a three-stage coding process derived from grounded theory was utilized. Triangulation, a technique common to qualitative research whereby multiple sources are used to verify themes identified from data, also was used throughout the coding process to ensure standards of rigor were met. Results indicated a variety of noteworthy similarities and differences among 2nd and 5th grade sources. Findings are discussed in terms of their implications for social skills assessment and intervention. Limitations and directions for future research also are discussed