Skip to main content
SpringerLink
Log in

Social Competence: Consideration of Behavioral, Cognitive, and Emotional Factors

  • Chapter
  • First Online:
Handbook of Childhood Psychopathology and Developmental Disabilities Treatment

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

In this chapter, we explore the ways in which social competence has been defined. Cognitive, emotional, and behavioral factors associated with social competence are explored, drawing from research in developmental psychology, as well as research with clinical populations, such as children with neurodevelopmental disorders (e.g., learning disabilities, autism spectrum disorder, and ADHD). We review and critically evaluate the extent to which behavioral, cognitive, and emotional aspects of social competence are included in the content and program delivery of interventions for typically developing and neurodevelopmental populations, as well as the empirical evidence of their impact. Finally, we provide a description of the Integra Social ACES program, a social competence intervention for children with learning disabilities, as an exemplar of an individually adapted manualized intervention that attends to behavioral, cognitive, and emotional aspects of social competence. Future directions for clinical practice and research are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 299.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 299.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alduncin, N., Huffman, L. C., Feldman, H. M., & Loe, I. M. (2014). Executive function is associated with social competence in preschool-aged children born preterm or full term. Early Human Development, 90, 299–306.

    PubMed  PubMed Central  Google Scholar 

  • Amdurer, E., Boyatzis, R. E., Saatcioglu, A., Smith, M. L., & Taylor, S. N. (2014). Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success. Frontiers in Psychology, 5, 1–15.

    Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

    Google Scholar 

  • Anderson, P. J. (2008). Towards a developmental model of executive function. In V. Anderson, R. Jacobs, & P. J. Anderson (Eds.), Executive functions and the frontal lobes (pp. 3–21). New York: Psychology Press.

    Google Scholar 

  • Andrade, B. F., Brodeur, D. A., Waschbusch, D. A., Stewart, S. H., & McGee, R. (2009). Selective and sustained attention as predictors of social problems in children with typical and disordered attention abilities. Journal of Attention Disorders, 12, 341–352.

    PubMed  Google Scholar 

  • Arthur, M., Bochner, S., & Butterfield, N. (1999). Enhancing peer interactions within the context of play. International Journal of Disability, Development and Education, 46(3), 367–381.

    Google Scholar 

  • Astington, J., & Jenkins, J. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9, 151–165.

    Google Scholar 

  • Astington, J. W. (2003). Sometimes necessary, never sufficient: False-belief understanding and social competence. In B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind: Implications for typical and atypical development (pp. 13–38). New York: Psychology Press.

    Google Scholar 

  • Astington, J. W., & Gopnik, A. (1991). Theoretical explanations of children’s understanding of the mind. British Journal of Developmental Psychology, 9, 7–31.

    Google Scholar 

  • Attwood, T. (2000). Strategies for improving the social integration of children with Asperger syndrome. Autism, 4(1), 85–100.

    Google Scholar 

  • Backenson, E. M., Holland, S. C., Kubas, H. A., Fitzer, K. R., Wilcox, G., Carmichael, J. A., … Hale, J. B. (2015). Psychosocial and adaptive deficits associated with learning disability subtypes. Journal of Learning Disabilities, 48, 511–522.

    PubMed  Google Scholar 

  • Baron-Cohen, S. (1994). How to build a baby that can read minds: cognitive mechanisms in mindreading. Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 13, 513–552.

    Google Scholar 

  • Barkley, R. A. (2011). Sluggish cognitive tempo is a distinct disorder from ADHD in adults. The ADHD Report, 19(5), 1–6. https://doi.org/10.1521/adhd.2011.19.5.1

    Google Scholar 

  • Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior on children’s cognitive-social problem-solving skills and strategies. Journal of Applied Developmental Psychology, 10, 147–169.

    Google Scholar 

  • Baumeister, A., Storch, E., & Geffken, G. (2008). Peer victimization in children with learning disabilities. Child and Adolescent Social Work Journal, 25, 11–23.

    Google Scholar 

  • Bauminger, N., & Kimhi-Kind, I. (2008). Social information processing, security of attachment, and emotion regulation in children with learning disabilities. Journal of Learning Disabilities, 41, 315–332.

    PubMed  Google Scholar 

  • Beauchamp, M. H., & Anderson, V. (2010). SOCIAL: An integrative framework for the development of social skills. Psychological Bulletin, 136(1), 39–64.

    PubMed  Google Scholar 

  • Becker, S. P., & Langberg, J. M. (2014). Attention-deficit/hyperactivity disorder and sluggish cognitive tempo dimensions in relation to executive functioning in adolescents with ADHD. Child Psychiatry and Human Development, 45(1), 1–11. https://doi.org/10.1007/s10578-013-0372-z

    Article  PubMed  Google Scholar 

  • Beelmann, A., Pfingsten, U., & Loesel, F. (1994). Effects of training social competence in children – a meta-analysis of recent evaluation studies. Journal of Clinical Child Psychology, 23(3), 260–271.

    Google Scholar 

  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162.

    Google Scholar 

  • Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731.

    PubMed  Google Scholar 

  • Bowie, C. R., Leung, W. W., Reichenberg, A., McClure, M. M., Patterson, T. L., Heaton, R. K., & Harvey, P. D. (2008). Predicting schizophrenia patients’ real world behavior with specific neuropsychological and functional capacity measures. Biological Psychiatry, 63(5), 505–511.

    PubMed  Google Scholar 

  • Boyle, M. H., Cunningham, C. E., Heale, J., Hundert, J., MacDonald, J., Offord, D. R., et al. (1999). Helping children adjust – a tri-ministry study: I. Evaluation methodology. Journal of Child Psychology and Psychiatry, 40(7), 1051–1060.

    PubMed  Google Scholar 

  • Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 74–103). New York: Wiley.

    Google Scholar 

  • Caplan, M., Weissberg, R. P., Grober, J. S., Sivo, P. J., Grady, K., & Jacoby, C. (1992). Social competence promotion with inner-city and suburban adolescents: Effects on social adjustment and alcohol use. Journal of Consulting and Clinical Psychology, 60(1), 56–63.

    PubMed  Google Scholar 

  • Castro, V. L., Halberstadt, A. G., & Garrett-Peters, P. (2016). A three-factor structure of emotion understanding in third-grade children. Social Development, 25(3), 602–622.

    PubMed  Google Scholar 

  • Clark, C., Prior, M., & Kinsella, G. (2002). The relationship between executive function abilities, adaptive behaviour, and academic achievement in children with externalizing behaviour problems. Journal of Child Psychology and Psychiatry, 43, 785–796.

    PubMed  Google Scholar 

  • Committee for Children. (1997). Second step: A violence-prevention curriculum. Seattle, WA: Committee for Children.

    Google Scholar 

  • Cotugno, A. J. (2009). Social competence and social skills training and intervention for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(9), 1268–1277.

    PubMed  Google Scholar 

  • Cragar, D. E., & Horvath, L. S. (2003). The application of social skills training in the treatment of a child with Asperger’s disorder. Clinical Case Studies, 2(1), 34–49.

    Google Scholar 

  • Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.

    Google Scholar 

  • Del Prette, Z. A. P., Del Prette, A., de Oliviera, L. A., Gresham, F. M., & Vance, M. J. (2012). Role of social performance in predicting learning problems: Prediction of risk using logistic regression analysis. School Psychology International, 33(6), 615–630.

    Google Scholar 

  • Dennis, T. A., Brotman, L. M., Huang, K.-Y., & Gouley, K. K. (2007). Effortful control, social competence, and adjustment problems in children at risk for psychopathology. Journal of Clinical Child and Adolescent Psychology, 36, 442–454.

    PubMed  Google Scholar 

  • Derakshan, N., & Eysenck, M. W. (2009). Anxiety, processing efficiency, and cognitive performance: New developments from attentional control theory. European Psychologist, 14, 168–176.

    Google Scholar 

  • Devine, R. T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85(5), 1777–1794. https://doi.org/10.1111/cdev.12237

    Article  PubMed  Google Scholar 

  • Devine, R. T., White, N., Ensor, R., & Hughes, C. (2016). Theory of mind in middle childhood: Longitudinal associations with executive function and social competence. Developmental Psychology, 52, 758–771.

    PubMed  Google Scholar 

  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

    PubMed  Google Scholar 

  • Dodge, K. A. (1986). A social information-processing model of social competence in children. In M. Perlmutter (Ed.), Minnesota symposium on child psychology (Vol. 18, pp. 77–125). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53(6), 1146–1158.

    PubMed  Google Scholar 

  • Dodge, K. A., & Feldman, E. (1990). Issues in social cognition and sociometric status. In A. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 119–155). New York: Cambridge University Press.

    Google Scholar 

  • Dodge, K. A., Murphy, R. R., & Buchsbaum, K. (1984). The assessment of intention-cue detection skills in children: Implications for developmental psychopathology. Child Development, 55(1), 163–173.

    PubMed  Google Scholar 

  • Dodge, K. A., & Newman, J. P. (1981). Biased decision-making processes in aggressive boys. Journal of Abnormal Psychology, 90, 375–379.

    PubMed  Google Scholar 

  • Dodge, K. A., & Tomlin, A. M. (1987). Utilization of self-schemas as a mechanism of interpretational bias in aggressive children. Social Cognition, 5, 280–300.

    Google Scholar 

  • Dunn, J., & Cutting, A. L. (1999). Understanding other, and individual differences in friendship interactions in young children. Social Development, 8(2), 201–219.

    Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 81(1), 405–432.

    Google Scholar 

  • Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136–157.

    PubMed  Google Scholar 

  • Elias, M. J., & Haynes, N. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474–495.

    Google Scholar 

  • Ellis, M. L., Weiss, B., & Lochman, J. E. (2009). Executive functions in children: Associations with aggressive behavior and appraisal processing. Journal of Abnormal Child Psychology, 37, 945–956.

    PubMed  PubMed Central  Google Scholar 

  • Forness, S. R., & Kavale, K. A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19, 2–13.

    Google Scholar 

  • Galway, T. M., & Metsala, J. L. (2011). Social cognition and its relation to psychosocial adjustment in children with nonverbal learning disabilities. Journal of Learning Disabilities, 44(1), 33–49.

    PubMed  Google Scholar 

  • Gates, J. A., Kang, E., & Lerner, M. D. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164–181.

    PubMed  PubMed Central  Google Scholar 

  • Gifford-Smith, M. E., & Rabiner, D. L. (2004). Social information processing and children's social adjustment. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children’s peer relations: From development to intervention (pp. 61–79). Washington, DC: American Psychological Association.

    Google Scholar 

  • Gresham, F. M. (2001). Assessment of social skills in children and adolescents. In J. Andrews, D. Saklosfske, & H. Janzen (Eds.), Handbook of psychoeducational assessment (pp. 326–356). San Diego, CA: Academic.

    Google Scholar 

  • Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Review of Social Development, 10(1), 79–119.

    Google Scholar 

  • Hantson, J., Wang, P. P., Grizenko-Vida, M., Ter-Stepanian, M., Harvey, W. J., & Joober, R. (2012). Effectiveness of a therapeutic summer camp for children with ADHD. Journal of Attention Disorders, 16(7), 610–617.

    PubMed  Google Scholar 

  • Harms, M. B., Zayas, V., Meltzoff, A. N., & Carlson, S. M. (2014). Stability of executive function and predictions to adaptive behavior from middle childhood to pre-adolescence. Frontiers in Psychology, 5, 1–9.

    Google Scholar 

  • Heinze, J. E., Miller, A. L., Seifer, R., Dickstein, S., & Locke, R. L. (2015). Emotion knowledge, loneliness, negative social experiences, and internalizing symptoms among low-income preschoolers. Social Development, 24, 240–265.

    PubMed  Google Scholar 

  • Holsen, I., Smith, B. H., & Frey, K. S. (2008). Outcomes of the social competence program Second Step in Norwegian elementary schools. School Psychology International, 29(1), 71–88.

    Google Scholar 

  • Humphreys, K. L., Galán, C. A., Tottenham, N., & Lee, S. S. (2016). Impaired social decision-making mediates the association between ADHD and social problems. Journal of Abnormal Child Psychology, 44(5), 1023–1032. https://doi.org/10.1007/s10802-015-0095-7

    Article  PubMed  PubMed Central  Google Scholar 

  • Lalonde, C. E., & Chandler, M. J. (1995). False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9(2/3), 167–185.

    Google Scholar 

  • Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioural Disorders, 9(3), 146–160.

    Google Scholar 

  • Integra Program, Child Development Institute. (2016). Integra social awareness, competence, engagement, and skills (ACES) program. Unpublished manual.

    Google Scholar 

  • Kimber, B., Sandell, R., & Bremberg, S. (2008). Social and emotional training in Swedish schools for the promotion of mental health: An effectiveness study of 5 years of intervention. Health Education Research, 23(6), 931–940.

    PubMed  Google Scholar 

  • Learning Disabilities association of Ontario (LDAO). (2001). Learning disabilities: A new definition. Retrieved fromhttp://www.ldao.ca/documents/Definition_and_Suporting%20Document_2001.pdf

    Google Scholar 

  • Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71(1), 107–118.

    PubMed  Google Scholar 

  • Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in school-age children. Journal of Cultural and Evolutionary Psychology, 4, 231–246. https://doi.org/10.1556/JCEP.4.2006.3-4.3

    Article  Google Scholar 

  • Lillvist, A., Sandberg, A., Bjorck-Akesson, E., & Granlund, M. (2009). The construct of social competence – how preschool teachers define social competence in young children. International Journal of Early Childhood, 41(1), 51–68.

    Google Scholar 

  • Lyons, G. L., Huber, H. B., Carter, E. W., Chen, R., & Asmus, J. M. (2016). Assessing the social skills and problem behaviors of adolescents with severe disabilities enrolled in general education classes. American Journal on Intellectual and Developmental Disabilities, 121(4), 317–345.

    Google Scholar 

  • Milich, R., & Dodge, K. A. (1984). Social information processing in child psychiatric populations. Journal of Abnormal Child Psychology, 12(3), 471–489.

    PubMed  Google Scholar 

  • Miller, A. L., Gouley, K. K., Seifer, R., Zakriski, A., Eguia, M., & Vergnani, M. (2005). Emotion knowledge skills in low-income elementary school children: Associations with social status and peer experiences. Social Development, 14, 637–651.

    Google Scholar 

  • Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646.

    PubMed  Google Scholar 

  • Milligan, K., Badali, P., & Spiroiu, F. (2015). Using mindfulness martial arts to address self-regulation challenges in youth with learning disabilities: A qualitative exploration. Journal of Child and Family Studies, 24, 562–575.

    Google Scholar 

  • Milligan, K., Phillips, M., & Morgan, A. S. (2016). Tailoring social competence interventions for children with learning disabilities. Journal of Child and Family Studies, 25, 856–869.

    Google Scholar 

  • Mishna, F. (2003). Learning disabilities and bullying: Double jeopardy. Journal of Learning Disabilities, 36, 336–347.

    PubMed  Google Scholar 

  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.

    PubMed  Google Scholar 

  • Nigg, J. T., Quamma, J. P., Greenberg, M. T., & Kusche, C. A. (1999). A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competencies in elementary school children. Journal of Abnormal Child Psychology, 27, 51–63.

    PubMed  Google Scholar 

  • Nowicki, S., & Duke, M. P. (1992). Helping the child who doesn’t fit in. Atlanta: Peachtree Publishers.

    Google Scholar 

  • O’Hearn, T. C., & Gatz, M. (1999). Evaluating a psychosocial competence program for urban adolescence. The Journal of Primary Prevention, 20(2), 119–144.

    Google Scholar 

  • Ornaghi, V., Grazzani, I., Cherubin, E., Conte, E., & Piralli, F. (2015). ‘Let’s talk about emotions!’ The effect of conversational training on preschoolers’ emotion comprehension and prosocial orientation. Social Development, 24, 166–183.

    Google Scholar 

  • Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102(3), 357–389.

    PubMed  Google Scholar 

  • Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37(1), 51–87.

    PubMed  Google Scholar 

  • Petti, V. L., Voelker, S. L., Shore, D. L., & Hayman-Abello, S. E. (2003). Perception of nonverbal emotion cues by children with nonverbal learning disabilities. Journal of Developmental and Physical Disabilities, 15(1), 23–36.

    Google Scholar 

  • Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54–64.

    Google Scholar 

  • Rantanen, K., Eriksson, K., & Nieminen, P. (2012). Social competence in children with epilepsy – a review. Epilepsy & Behavior, 24(3), 295–303.

    Google Scholar 

  • Rassovsky, Y., Satz, P., Alfano, M. S., Light, R. K., Zaucha, K., McArthur, D. L., & Hovda, D. (2006). Functional outcome in TBI II: Verbal memory and information processing speed mediators. Journal of Clinical and Experimental Neuropsychology, 28, 581–591. https://doi.org/10.1080/13803390500434474

    Article  PubMed  Google Scholar 

  • Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361.

    PubMed  Google Scholar 

  • Reich, S. M. (2016). Connecting offline social competence to online peer interactions. Psychology of Popular Media Culture. Advance online publication. https://doi.org/10.1037/ppm0000111

  • Repetti, R. L., Taylor, S. E., & Seeman, T. E. (2002). Risky families: Family social environments and the mental and physical health of offspring. Psychological Bulletin, 128(2), 330–366.

    PubMed  Google Scholar 

  • Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 7, 91–102.

    PubMed  Google Scholar 

  • Rose-Krasner, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111–135.

    Google Scholar 

  • Rose, A. J., & Asher, S. R. (2017). The social tasks of friendship: Do boys and girls excel in different tasks? Child Development Perspectives, 11, 3–8. https://doi.org/10.1111/cdep.12214

    Article  Google Scholar 

  • Rubin, K. H., & Rose-Krasnor, L. (1992). Interpersonal problem solving. In V. B. Van Hasselt & M. Hersen (Eds.), Handbook of social development (pp. 283–323). New York: Plenum.

    Google Scholar 

  • Sarason, I. G., & Sarason, B. R. (1981). Teaching cognitive and social skills to high school students. Journal of Consulting and Clinical Psychology, 49(6), 908–918.

    PubMed  Google Scholar 

  • Schultz, D., Tharp-Taylor, S., Haviland, A., & Jaycox, L. (2009). The relationship between protective factors and outcomes for children investigated for maltreatment. Child Abuse & Neglect, 33, 684–698.

    Google Scholar 

  • Shek, D. T. L., & Leung, J. T. Y. (2016). Developing social competence in a subject on leadership and intrapersonal development. International Journal on Disability and Human Development, 15(2), 165–173.

    Google Scholar 

  • Slomkowski, C., & Dunn, J. (1996). Young children's understanding of other people’s beliefs and feelings and their connected communication with friends. Developmental Psychology, 32(3), 442–447.

    Google Scholar 

  • Stanton-Chapman, T., Walker, V., & Jamison, K. R. (2014). Building social competence in preschool: The effects of a social skills intervention targeting children enrolled in head start. Journal of Early Childhood Teacher Education, 35, 185–200.

    Google Scholar 

  • Stevahn, L., Johnson, D. W., Johnson, R. T., Oberle, K., & Wahl, L. (2000). Effects of conflict resolution training integrated into a kindergarten curriculum. Child Development, 71(3), 772–784.

    PubMed  Google Scholar 

  • Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067–1079.

    PubMed  Google Scholar 

  • Stichter, J. P., O’Connor, K. V., Herzog, M. J., Lierheimer, K., & McGhee, S. D. (2012). Social competence intervention for elementary students with Aspergers syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 42, 354–366.

    PubMed  Google Scholar 

  • Stiller, J., & Dunbar, R. I. M. (2007). Perspective-taking and memory capacity predict social network size. Social Networks, 29(1), 93–104.

    Google Scholar 

  • Swaim, K. F., & Morgan, S. B. (2001). Children’s attitudes and behavioral intentions toward a peer with autistic behaviors: Does a brief educational intervention have an effect? Journal of Autism and Developmental Disorders, 31(2), 194–205.

    Google Scholar 

  • Taylor, C. A., Liang, B., Tracy, A. J., Williams, L. M., & Seigle, P. (2002). Gender differences in middle school adjustment, physical fighting, and social skills: Evaluation of a social competency program. The Journal of Primary Prevention, 23(2), 259–272.

    Google Scholar 

  • Thompson, R. A. (1994). Emotion regulation: A theme in search of a definition. Monographs of the Society for Research in Child Development, 59(2/3), 25–52.

    PubMed  Google Scholar 

  • Tlustos, S. J., Kirkwood, M. W., Taylor, H. G., Stancin, T., Brown, T. M., & Wade, S. L. (2016). A randomized problem-solving trial for adolescent brain injury: Changes in social competence. Rehabilitation Psychology, 61(4), 347–357.

    PubMed  PubMed Central  Google Scholar 

  • Van der Oord, S., Prins, P. J., Oosterlaan, J., & Emmelkamp, P. M. (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: A meta-analysis. Clinical Psychology Review, 28, 783–800.

    PubMed  Google Scholar 

  • Wehmeier, P. M., Schacht, A., & Barkley, R. A. (2010). Social and emotional impairment in children and adolescents with ADHD and the impact on quality of life. Journal of Adolescent Health, 46(3), 209–217.

    Google Scholar 

  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573.

    PubMed  Google Scholar 

  • Wheeler, J., & Carlson, C. L. (1994). The social functioning of children with ADD with hyperactivity and ADD without hyperactivity. Journal of Emotional and Behavioral Disorders, 2, 2–11.

    Google Scholar 

  • White, S. W., Oswald, D., Ollendick, T., & Scahil, L. (2009). Anxiety in children and adolescents with autism spectrum disorders. Clinical Psychology Review, 29(3), 216–229.

    PubMed  PubMed Central  Google Scholar 

  • Wiener, J., & Schneider, B. (2002). A multisource exploration of friendship patterns of children with learning disabilities. Journal of Abnormal Child Psychology, 30, 127–141.

    PubMed  Google Scholar 

  • Wiener, J., & Sunohara, G. (1998). Parents’ perceptions of the quality of friendship of their children with learning disabilities. Learning Disabilities Research and Practice, 13, 242–257.

    Google Scholar 

  • Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6, 154–160.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Child Self-Regulation Lab, Ryerson University, Toronto, ON, Canada

    Karen Milligan & Annabel Sibalis

  2. Child Development Institute, Integra Program, Toronto, ON, Canada

    Ashley Morgan & Marjory Phillips

Authors
  1. Karen Milligan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Annabel Sibalis
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ashley Morgan
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Marjory Phillips
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Karen Milligan .

Editor information

Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA

    Johnny L. Matson

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Milligan, K., Sibalis, A., Morgan, A., Phillips, M. (2017). Social Competence: Consideration of Behavioral, Cognitive, and Emotional Factors. In: Matson, J. (eds) Handbook of Childhood Psychopathology and Developmental Disabilities Treatment . Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-71210-9_18

Download citation

Publish with us

Policies and ethics

Search

Navigation