Social Communications as a Social Competence in the Concept of Washington University Researchers (USA)
The author proves the idea that social communications may be regarded as social competence in the concept of Washington University researchers such as P. Campbell, J. Sipersteyn, H. Craik, K. Dodge (USA). The use of dialectical method allowed the author to analyze social communications from the position of the dominant material basis, which includes adherence to the basic principles of dialectics. General scientific methods of analysis, synthesis, abstraction and generalization helped the author to choose the methodology that has been focused on the next procedures: analysis of the history of problem; formulation of the object, subject and purpose of study; a detailed description of the concept of social competence, which belongs to the researchers of Washington University; discrimination of identificative features of this concept; formulation of conclusions based on the results of the mentioned comparison.
According to the study, the author concludes that social communication explores communication competence or the ability for social actions of children affected by both innate and socially determined mental disorders, as well as the fact that social communications are considered in social interaction of children with autism. The author also found that for the convenience to analyze such interactions, the Washington School researchers proposed a model of social communicative competence. This model is used for studying the social communicative behavior and analyzes the actions, reflecting the ability of the child to social cognition and speech. The authors of social communicative competence model believe that the level of child’s social competence should be evaluated in the context of socially significant behaviors. It was also established the dependence of the degree of mastery the skills of social communication on executive functions, which mean the process of decision-making and planning, that occur at the beginning of getting the task or before the new challenge for children with autism.
Campbell, P. & Siperstein, G. (1994). Improving social competence: a resource for elementary school teachers. Needham heights, MA: Allyn & Bacon, Simon & Schuster Education Group.
Chung, T. & Asher, S. (1996). Children's goals and strategies in peer conflict situations. Merrill-Palmer Quarterly, 42, 125-147.
Crick, N. & Dodge, K. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 75-104.
Gresham, F. (1998). Social skills training with children. In T. S. Watson & F. Gresham (Eds.), Handbook of child behavior therapy (pp. 475-497). New York, NY: Plenum Press.
Guralnick, M. J. (1999). Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities, 5, 21-29.
Kovarsky, D. & Damico, J. S. (1997). Language and context: Some issues of practice. Language, Speech, and Hearing Services in Schools, 28, 308-313.
Olswang, L., Coggins, T. & Timler, G. (2001). Outcome measures for school-age children with social communication problems. Topics in Language Disorders: Alternative Measures for Evaluating Treatment Outcomes, 22, 50-73.
Abstract views: 9 PDF Downloads: 36
This work is licensed under a Creative Commons Attribution 4.0 International License.